PENGEMBANGAN MODEL PEMBELAJARAN KEAKSARAAN FUNGSIONAL BERBASIS POTENSI LOKAL PERTANIAN BAGI PEMBERDAYAAN KOMUNITAS ADAT TERPENCIL : studi di Kecamatan Waiapo Kabupaten Buru)

Mahu, Saing (2011) PENGEMBANGAN MODEL PEMBELAJARAN KEAKSARAAN FUNGSIONAL BERBASIS POTENSI LOKAL PERTANIAN BAGI PEMBERDAYAAN KOMUNITAS ADAT TERPENCIL : studi di Kecamatan Waiapo Kabupaten Buru). S3 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

Penelitian ini didasari fakta bahwa pembelajaran pada program pendidikan keaksaraan fungsional belum dapat memberdayakan Komunitas Adat Terpencil dalam memenuhi kehidupannya sebagaimana ditekankan program penyelenggaraannya. Permasalahannya adalah; (1) materi belajar keaksaraan berbasis potensi lokal; (2) tutor tidak memiliki pengetahuan, keterampilan tutorial, karena menjadi tutor bukan pilihan; (3) selama menjadi tutor belum pernah mengikuti pelatihan tenaga tutor keaksaraan di tingkat daerah, provinsi, ataupun nasional. Tujuan penelitian ini untuk mengembangkan model pembelajaran keaksaraan berbasis potensi lokal guna memberdayakan KAT sesuai kebutuhan hidup serta prinsip penyelenggaraan program pendidikan keaksaraan. Teori yang digunakan untuk mendukung penelitian ini adalah keaksaraan fungsional dan pembelajaran orang dewasa yang dikembangkan oleh Knowles, (1979); konteks potensi lokal dikembangkan oleh Hikmat, (2008); pemberdayaan masyarakat dikembangkan oleh Chambers, (1996). Penelitian dan pengembangan model pembelajaran mendeskripsikan kondisi aktual KAT, di Kecamatan Waiapo, Kabupaten Buru dengan menggunakan desain penelitian quasi ekperimen. Jumlah responden 100 orang peserta belajar, terdiri dari 50 orang peserta sebagai kelompok eksperimen dan 50 orang peserta sebagai kelompok kontrol. Data dikumpulkan melalui teknik wawancara, angket, observasi mendalam serta dilengkapi studi dokumentasi. Data dianalisis menggunakan teknik kuantitatif dan kualitatif. Analisis kuantitatif dilakukan dengan statistik parametrik uji t untuk dua sampel independen. Analisis kualitatif dilakukan menggunakan cara memaknakan dan mendeskripsikan informasi empirik diperoleh dari proses preliminary research dan ujicoba model. Temuan hasil penelitian ditemukan bahwa: (1) sebelum dilakukan pengembangan model pembelajaran keaksaraan berbasis potensi lokal, kondisi aktual sosial ekonomi, pembelajaran belum mampu memberdayakan kehidupan peserta belajar/KAT. Pengetahuan keterampilan belum dimiliki dan berarti bagi kebutuhan hidup, serta materi belajar tidak sesuai kebutuhan. (2) pengembangan model pembelajaran keaksaraan berbasis potensi lokal pertanian secara signifikan dapat memberdayakan KAT. Potensi lokal dapat dikembangkan dengan pengembangan materi belajar keaksaraan sesuai potensi daerah, pelatihan tenaga tutor keaksaraan berbasis potensi lokal, pelaksanaan pembelajaran menggunakan materi belajar potensi lokal pertanian. Evaluasi hasil belajar latihan bagi peserta belajar/KAT syarat muatan keterampilan pertanian dan perkebunan. Berdasarkan temuan tersebut disimpulkan, pengembangan pembelajaran keaksaraan terbukti efektif mampu memberdayakan peserta/KAT program pendidikan keaksaraan. Direkomendasikan kepada Direktorat Pendidikan Masyarakat, Dirjen Pendidikan Anak Usia Dini Nonformal dan Informal, Penyelenggara Program Pendidikan Keaksaraan dan para Praktisi, Pelaksana, Pendidikan Nonformal dapat memanfaatkan hasil penelitian ini guna memberdayakan warga masyarakat miskin. This study is based on the fact that functional literacy learning processes have been ineffective in empowering isolated Indigenous communities to live a good life, as expected in the implementation of literacy programs, due to the following problems: (1) literacy learning materials are based on local potential, (2) tutors do not possess tutorial knowledge and skills because being a tutor is not their choice, and (3) tutors have never- participated in literacy tutor training at regional, provincial or national level. The study aims at developing a local potential-based literacy learning model to empower isolated indigenous communities in accordance with life needs and principles of functional literacy service program. Theories in use is related to functional literacy and adult learning developed by Knowles, (1979) local potential context by Hikmat, (2008) and community empowerment by Chambers, (1996). Research and development of learning model describes the actual situation of indigenous communities in Waiapo District, Buru Regency by applying a quasi-experimental design. The study involves 100 participants, consisting of 50 participants in treatment group and other 50 participants in control group. Data were collected by interview, questionnaire, in-depth observation, and literature review, and analyzed qualitatively and quantitatively. Quantitative analysis was conducted by parametric statistics of t-test on two independent samples, while qualitative analysis was carried out by describing and interpreting empirical information gathered in preliminary study and model piloting. The findings show that (1) prior the development of local potential-based functional literacy learning model, actual learning condition was ineffective in empowering the isolated indigenous communities and acquiring knowledge and skills meaningful to their life, since learning materials and activities were not compatible with local needs and potential, (2) the development of local potential┬Čbased functional literacy learning model has significantly empowered the communities. Local potential could be improved through the development of literacy learning modules in accordance with local potential, literacy tutor training was based on local potential, learning processes made use of local farming practices as local potential, and product evaluation was packed with farming skills, and (3) the development of literacy learning model is effective in empowering the isolated indigenous communities participating in the functional literacy learning program. Based on those findings, it is recommended that non-formal and informal early childhood education developers, functional literacy program providers, and non-formal education practitioners and organizers take advantages of this study to empower poor communities.

Item Type: Skripsi Tesis Atau Disertasi (S3)
Additional Information: No Panggil D PLS MAH p-2011
Uncontrolled Keywords: Keaksaraan,Pertanian,Komunitas
Subjects: L Education > L Education (General)
Divisions: Sekolah Pasca Sarjana > Pendidikan Luar Sekolah S-3
Depositing User: Staf Koordinator 3
Date Deposited: 18 Jun 2014 10:30
Last Modified: 18 Jun 2014 10:35
URI: http://repository.upi.edu/id/eprint/7774

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