KUMPULAN MAKALAH LANDASAN YURIDIS VERSI BAHASA INGGRIS

Written By Wira Junior on Monday, June 3, 2013 | 3:30 AM

 " MAKALAH LANDASAN YURIDIS "

CHAPTER I
INTRODUCTION
A. Background 

Difficulties and challenges in life caused by either human or natural environment less hostile, often forcing people to look for ways that allow them to get out of the difficulties they experienced. There are still many people who do not continue their education to the level that allows them to cultivate a particular profession, demanding efforts to assist them in realizing their potential to be useful for the development of the nation. So far, anggran related to their education is limited, so it can continue efforts to encourage community involvement in establishing continuing education by the government. This meant that a growing awareness of the importance of education and encourage people to continue to participate actively in it. Based on the problems faced, education outside the school trying to find an answer by searching the patterns of existing education, such as schools, and other religious education whose existence had long before Indonesia's independence, survived until now and be loved, appreciated and in demand as well as rooted in society. Permanence of these institutions as it grows and develops, financed and managed by and for the benefit of society. On the other hand, people feel the significance of learning programs are presented for life, because education is conducted in accordance with the real needs and conditions of society. In this connection, nonformal education, including community-based interests of others, must be careful about these things, so that its presence can be accepted and developed in line with the demands of society in the interests of their lives in an attempt to fill in masyarakatnya.Ini development means that the non-formal education need to make the community as a source of or reference in penyelenggaaraan education program. Teams study results in the context of educational reform Decentralization (Fasli Jalal, Smith Supriya. 2001) concluded that if the non-formal education (NFE) wants to serve, be loved, and sought the public, then they should dare to imitate what is good from what is grown in the community and then enriched with touches systematic with science and technology in accordance with their communities. That's the strategy needs to be developed and implemented by non-formal education in helping to provide education to people who for various reasons are not served by formal channels / school. For people who are not capable of, what they think about is how alive today, therefore they learn for life, they do not want to learn just for learning, for the community should be encouraged to develop through a community-based non-formal education, which is of non-formal education, by and for the benefit of society. Non-formal education is an educational pathway outside the formal education to serve the educational needs of the community in order to boost the education, skills, attitudes and values ​​are implemented in stages and structured in a flexible system, functional and develop life skills for lifelong learning. Non-formal education includes hiduf skills education, early childhood education, education, empowerment of women, youth education, literacy education, vocational education and job training, educational equality, as well as other education aimed at mengembagkan ability learners. From what has been described one can draw several conclusions relating to Community-based Non-Formal Education as follows: • Community-based education is an effort to involve the community in their efforts to build education for the public interest in their role in life. • community-based non-formal education is an effort to make more non-formal education plays a role in the effort to build the community in a variety of fields, community participation in non-formal education to further enhance the role that education can be directly perceived by the public. • To achieve this, empowerment of communities through the management of non-formal education is a must, in this connection takes about pemehaman conditions especially in rural communities with respect to the things that are needed in order to improve the quality of life, and take responsibility in an effort to continue to develop community-based education , especially rural communities. B. Purpose The purpose of this paper to increase science writer in the field of juridical foundation, philosophy, science and theory supporting non-formal education and in order to understand more about non-formal education.
C. Problem Formulation here will discuss the close relations with non-formal education;
          
about Pancasila

     
Act of 1945
    
State Guidelines
    
Philosophy of Education
     
Theories of Education
    
and so on


 
CHAPTER II 
 Juridical foundation, Philosophy, Science and Theory Support Nonformal education Non-formal education is supported by legal provisions, the philosophy of the sciences and theories relevant to the educational subsystem. Non-formal education, in addition to stem from religious rules and customs and traditions also constituted by the philosophy of Pancasila, the Constitution of 1945, Outlines of State Policy, the Law On the National Education System, and Government Regulation as the elaboration of legislation The. Other support is the philosophy of education, science and humanities, education theories, as well as socio-economic theory that has close ties to non-formal education. A. Pancasila Pancasila, the Indonesian national philosophy and national education foundation, providing strong support for the coaching and development of non-formal education. on the basis of the philosophy of Pancasila, non-formal education helps learners to have and develop, first, one almighty divine insight gives directions on non-formal education for menbina, develop, and preserve the attitude and behavior of the students, as a human being Indonesian. second, insight just and civilized humanity memberik foundation for human terbinanya Indonesia who uphold human values, namely human being noble character, respect for human rights, fair and civilized, have a sense of brotherhood. Third, insights Indonesian unity, underlying the Indonesian man who loves coaching homeland and nation, recognize and appreciate diversity, understand the equations, and build a life together in diversity. fourth, the populist insight led by wisdom wisdom of deliberation / representation gives landasaan on non-formal education to oriented to the needs and interests of the people planned and carried out together, and progress together in order to achieve national objectives. fifth, insightful social justice for all Indonesian people, giving ground to cultivate and develop a variety of non-formal education programs are strongly associated with an increase in people's life aspects of Indonesia. Pancasila provides a sound basis for the promotion and development of non-formal education with intelligence on the Indonesian national culture itself and aims to develop the quality of Indonesian human berketuhanan Almighty. B. Act of 1945 As a basic guideline to describe the nation's education Pancasila, the Constitution of 1945, as the source of all law and order source of social and national life, providing a solid foundation guidelines for coaching and development of a variety of units, types and forms of non-formal education program. opening Act of 1945 stressed that the purpose of freedom is to "promote the general welfare and the life of the nation" Udanga Opening of 1945 explained that the two objectives are parallel independence. (1) the general welfare, and (2) the intellectual life of the nation. Articles of the Constitution of 1945 provide strong support to nonformal education to foster and develop educational activities are closely related to improving the quality of Indonesian society and to assert alignments terhadaporang many who are at the bottom layer (the grass-root level). Non-formal education, together with formal education have the same mission, namely to foster and develop intelligent man. intelligent human being not identical to humans clever, intelligent man in general is clever, but not every man is a clever comeback. C. Education System Law and Government Regulations Relating to Non-formal Education Law on the national education system, giving directions that the development of education including the development of non-formal education, is an effort to educating the nation and improve the quality of the Indonesian people in realizing advanced society, just and prosperous, and enable citizens to develop themselves both with regard to aspects jasmaiah and spiritual based on Pancasila and the Constitution of 1945. National is an integrated whole of all units and educational activities related to one another to pursue the achievement of National Education. Government Regulation (PP) No. 73 of 1991 on a non-formal education regulations implementing the Act's Education System Nasional.Menurut PP non-formal education is education that was held outside of school either instituted or not. Nonformal education goal is to First, serve citizens learn in order to grow and develop yourself as possible and throughout his life to improve the dignity and quality of life. Second, in order to foster the learners have the knowledge, skills and mental attitude necessary to develop diri.Ketiga, meet the learning needs of the community that can not be met in formal education. Education personnel on non-formal education set out in the government perturan number 1992.tenaga 38 years of education are community members who devote themselves directly in education. in Act 20 of 2003 on National Education System stated that the national education system is the overall education interrelated components integrated to achieve national education goals. Formal education is a structured educational path and berjenjang.Pendidikan nonformal education is the pathway outside the formal education that can be implemented in a structured and informal berjenjang.pendidikan is the family education and environmental pathways. D. Outlines of State Policy Outlines of State Policy (Guidelines) are descriptions of Pancasila, the 1945 Constitution and the Law on the National Education System in national development. Guidelines assert that national education based on Pancasila and aims to improve the quality of the Indonesian people, the man who is faithful and devoted to God Almighty, noble character, personality, disciplined, work hard, tough, responsible, independent, intelligent and skilled, and healthy physical and spiritual. Guidelines also explained that national education should be done in a more integrated and excellent matching between the education sector and other development sectors, among regions and between the various levels and types pendidikan.dalam 1993-1998 Guidelines stated that the national education aimed at educating the nation held integrated and aimed at improving the quality and pemertaan education, especially basic education quality as well as quantity and quality of vocational education, so as to meet the needs of national development with respect to the development of science and technology. E. Philosophy of Education Philosophy of education is part of the philosophy of philosophy studies umum.Berdasarkan types can be classified into three kinds, namely speculative, prescriptive, and analytic (Sahakinan, 1971:1). Speculative philosophy is that sismatik car thinking about the fact that there is something luruh.Filsafat prescriptive is related to the effort to study the standard-setting (size) values, the determination of the activities, and tips tanggap.Filsafat analytic studies focus on the word (term) and meaning. Common problems are studied in non-formal education philosophy generally associated with four hal.pertama, the nature of the good life to be a reference about where non-formal education should lead to the goal. The second, which is human nature to students (the learners). Third, the public nature of sendiri.keempat, is the nature of reality or reality. The reality according to Babbie (1986) consists of the fact that agreed (agreement reality) and the experienced reality (experiential reality). Reviewed by the public nature of the non-formal education providers based on two reasons pokok.Pertama, the community is the input environment (environmental input) in the primary education system nonformal.Kedua, society itself is generally accepted result of educational efforts nonformal.Bedasarkan philosophical idealism, education nonformal need mendinamisasi two hal.pertama, increase awareness and familiarity of the students (learners) of all spiritual potentialities possessed by him. Second, develop a harmonious relationship between the spiritual element learners with pragmatism lingkungan.Filsafat assume that reality or reality that is experienced through the five indera.aliran pragmatic man who embraced Sanders Pierce influenced by advances in physics and mathematics. Flow developed by John Dewey influenced by knowledge of psikologi.Aliran who follow William James gained influence of psychological and pragmatic agama.Aliran have a wide variety of naming such instrumentalism, functionalism and experimentalism.





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1 comments:

Anonymous said...

Asskum.
bisa minta versi lengkap makalah ini sob??
lagi butuh banget nih

kalo bisa, nnti send aja ke email ku, yordan_sabono@yahoo.com
thanx

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