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