Haq, Idad Syaeful (2016) POLA PENYELENGGARAAN PENDIDIKAN BERBASIS MASYARAKAT DALAM PENGEMBANGAN TEKNOLOGI PEMROSESAN ENERGI ALTERNATIF MINYAK JARAK RAKYAT. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Pemberdayaan masyarakat dalam pengembangan teknologi energi alternatif minyak jarak untuk memenuhi kebutuhan rumah tangganya memerlukan pendidikan & pelatihan (diklat) sebagai instrumennya. Implementasi diklat di masyarakat dalam pengembangan teknologi ini diarahkan pada kegiatan penguasaan, pemanfaatan dan pemajuan IPTEK. Untuk merealisasikan ketiganya, perlu dibangun sistem diklat nonformal berbasis masyarakat berciri heterogenitas pendidikannya. Arah dan fokus diklat adalah peserta didik mampu membangun pengetahuannya secara berkelanjutan dan hal ini bisa dijalankan dengan integrasi pendekatan behavioristik dan konstruktivisme. Selanjutnya hasil diklat ini ditransformasikan ke jenjang KKNI dan menempatkan desa sebagai pusat pendidikan & pengembangan SDM. Penciptaan sistem diklat teknologi berbasis masyarakat ini dilandasi oleh beberapa teori mencakup teori pendidikan nonformal, teori sistem, teori belajar behavioristik dan konstruktivisme, teori pendidikan & pelatihan dan teori motivasi, partisipasi, serta kompetensi. Penelitian dilaksanakan di wilayah Kecamatan Rajadesa, Kabupaten Ciamis, partisipan penelitian adalah masyarakat lulusan SMP, SMA, dan SMK. Aspek muatan teknologi diklat mencakup pemrosesan minyak jarak dan pembuatan kompor. Metode penelitian ini adalah kualitatif yang bertujuan mengeksplorasi, memaknai dan memperoleh jawaban atas pertanyaan bagaimana membangun dan mengoperasionalkan sistem diklat berbasis masyarakat yang heterogen dalam pengembangan teknologi minyak jarak rakyat. Pendekatan yang digunakan menggabungkan aspek pendidikan dan aspek teknologi. Aspek-aspek di dalam membangun dan menyelenggarakan diklat berbasis masyarakat mencakup komponen kerjasama, wilayah penelitian, pendidikan dan pelatihan, peran serta masyarakat dan berkelanjutan. Diperoleh enam model dalam penyelenggaraan diklat ini yang menggabungkan pendekatan behavioristik dan konstruktivisme. Model 1 sampai model 5 merupakan model berbasis pendekatan behavioristik mencakup model Kecamatan Rajadesa (model-1), dan berturut-turut model Desa Tanjungjaya, Sirnajaya, Purwaraja dan Tigaherang (model-2 s.d. model-5). Kelima model ini digunakan untuk membangun motivasi yang menumbuhkan peran serta masyarakat dalam pengembangan energi minyak jarak skala rakyat. Pelaksanaan diklat masing-masing desa memerlukan adaptasi sesuai karakteristik yang dimilikinya. Model-6 adalah model diklat teknologi pemrosesan minyak jarak yang didesain mengacu kepada pemolaan berbasis jenjang Diploma Satu. Pembelajaran model ini didasarkan kepada konsep motivasi-kompetensi-berkelanjutan yang mengacu kepada pola terbimbing, terawasi dan mandiri. Ketiga pola dalam model ini, yaitu pola terbimbing adalah lulusan tingkat pendidikan SMP, pola terawasi lulusan SMA dan SMK, serta pola mandiri lulusan SMK yang mampu bekerja mandiri. Ketiga pola ini berhasil diterapkan dan dilakukan penyetaraan ke dalam skema jenjang KKNI. Hasil penyetaraan ini adalah pola terbimbing setara level-1, pola terawasi setara level-2 dan pola mandiri setara level-3 (Diploma Satu) dalam KKNI. Model ini selain membangun motivasi berpartisipasi juga kompetensinya, sehingga masyarakat mampu mengembangkan sendiri teknologi minyak jarak secara berkelanjutan. Masyarakat ini diwadahi dengan mendirikan pusat kelembagaan diklat di masing-masing desa dengan struktur kelembagaan diisi oleh tokoh masyarakat, kelompok penggiat minyak jarak dan karang taruna.; Community empowerment in the development of alternative energy technologies jatropha oil to meet household needs require education and training (training) as its instrument. Implementation of training in the community in the development of these technologies are focused on the acquisition, utilization and promotion of science and technology. To realize the three, is necessary to build a community-based non-formal education and training system characterized by heterogeneity education. The direction and focus of the training is that learners are able to build knowledge on an ongoing basis and it can be run with the integration of behaviorist approach and constructivism. Furthermore, the results of this training is transformed into KKNI ladder and put the village as a center of education and human resource development. The creation of community-based technology education and training system is based on the several theories include non-formal educational theory, system theory, behavioristic learning theory and constructivism, education and training theories and theories of motivation, participation, and competence. The experiment was conducted in the District Rajadesa, Ciamis, study participants are public junior high school graduates, high school and vocational school. Aspects of the training technology payloads include jatropha oil processing and manufacture of stoves. This is a qualitative research method that aims to explore, interpret and obtain answers to questions of how to build and operate a community-based training system that is heterogeneous in jatropha oil technology development of the people. The approach combines aspects of education and technology. Aspects in building and organizing community-based training includes a component of cooperation, area of research, education and training, community participation and sustainable. Obtained six models in the organization of this training that combines behaviorist approach and constructivism. Model 1 to model 5 is a model-based approach includes models of the District Rajadesa behaviorist (model 1), and consecutive models Tanjungjaya village, Sirnajaya, Purwaraja and Tigaherang (model 2 to model 5). The fifth model used to build motivation that foster community participation in the development of energy folk-scale jatropha oil. Implementation of training each village requires a corresponding adaptation of its characteristics. Model-6 is a training model of jatropha oil processing technology designed based patterning refers to the Diploma One. This model of learning based on the concept of motivation-competence-sustainable refers to a pattern of guided, supervised and independent. The third pattern in this model, which guided the pattern is a graduate level of secondary school education, supervised pattern and vocational high school graduates, as well as independent patterns vocational graduates who are able to work independently. The third pattern is successfully implemented and carried into the equalization scheme KKNI level. This equalization result is a pattern of guided-1 equivalent level, supervised pattern similar pattern level-2 and level-3 standalone equivalent (Diploma One) in KKNI. This model builds motivation besides participate also competence, so that people are able to develop its own technology jatropha oil in a sustainable manner. This community center accommodated by setting up training institutions in each country with the institutional structure filled by community leaders, members of activist groups and youth jatropha oil.
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
|---|---|
| Additional Information: | No. Panggil: D PLS HAQ p-2016; Promotor: Mustofa K.; Ko Promotor: Ace Suryadi. |
| Uncontrolled Keywords: | Pendidikan Nonformal, Behavioristik & Konstruktivisme, Penguasaan, pemanfaatan dan pemajuan, Teknologi energi alternatif minyak jarak rakyat, Kesetaraan KKNI, Non-formal Education, Behaviorist & Constructivism, Mastery, utilization, and promotion, Alternative energy technologies folk jatropha oil, Equality of Indonesian Qualifications Framework (KKNI). |
| Subjects: | L Education > L Education (General) S Agriculture > S Agriculture (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Luar Sekolah S-3 |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 17 Jul 2017 03:07 |
| Last Modified: | 17 Jul 2017 05:17 |
| URI: | http://repository.upi.edu/id/eprint/23580 |
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