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. 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