Penguatan Jati Diri Pendidikan Masyarakat (FKIP Universitas Riau)
1. PENGUATAN JATI DIRI
PENDIDIKAN MASYARAKAT
(BUKAN SEKEDAR PERUBAHAN NAMA PLS)
Oleh:
ELIH SUDIAPERMANA
Disampaikan pada Seminar Penguatan Jatidiri Penmas
Hima Prodi Penmas FKIP UNRI
Pekanbaru, 10 Oktober 2019
2. PROFIL
• Lahir di Ciamis – Jawa Barat,
14 Nopember 1961
• Pendidikan:
• S-1 IPPS/PLS IKIP Bandung
• S-2 PEP Pasca Sarjana IKIP
Yogyakarta
• S-3 PEP Pasca Sarjana UNJ
• Dosen Penmas UPI
• PNS sejak Tahun 1987
• Lektor Kepala sejak Tahun 2005
• Ijin Tugas Luar
• Ketua STIE Yasa Anggana Garut (1995
– 1999)
• Kasubdit di Ditjen PLS/PNFI/PAUD-
Dikmas (2006 – 2013)
• Kepala dinas Pendidikan Kota
Bandung (2014 – 2019)
• Tambahan Sekarang
• TAJJ (Tim Ahli Jabar Juara), Pemprov
Jawa Barat
• Tim Teknis Monev DAK PAUD Dikmas,
Kemdikbud
5. PROGRAM PEMBERDAYAAN MASYARAKAT
• Permen Kelautan dan Perikanan No.8 Tahun 2009 ttg
Pemberdayaan Pesisisr dan Pulau
• Permen LHK No.43 Tahun2017 ttg Pemberdayaan
Masy di sekitar KSA/KPA
• Peraturan Menteri Kesehatan Republik Indonesia
Nomor 8 Tahun 2019 Tentang Pemberdayaan
Masyarakat Bidang Kesehatan
• Permensos No.12 Tahun 2015 ttg Pemberdayaan
Sosial Masyarakat Adat Terpencil
• Permensos No. 22 Tahun 2017 ttg Restorasi Sosial
6. PROGRAM PEMBERDAYAAN DESA
• Peraturan Menteri Dalam Negeri Nomor 19 Tahun
2007 Tentang Pelatihan Pemberdayaan Masyarakat
Dan Desa/Kelurahan
• Permendagri No.7 Tahun 2007 ttg Kader
Pemberdayaan Masyarakat Desa
• Permendagri No.18 TH 2018 ttg Lembaga
Kemasyarakatan dan Lembaga Adat Desa
• Peraturan Menteri Desa, PDT, dan Transmigrasi No. 3
Tahun 2015 Pendampingan Desa
7. PAMONG BELAJAR
• Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor
152 Tahun 2014 Tentang Standar Kualifikasi Akademik Dan Kompetensi
Pamong Belajar
• Peraturan Menteri Negara Pendayagunaan Aparatur Negara Dan
Reformasi Blrokrasl Nomor 15 Tahun 2010
• Peraturan Bersama Menteri Pendldlkan Nasional Dan Kepala Badan
Kepegawaian Negara Nomor 03/111/Pb/2011 Nomor 8 Tahun 2011
Tentang Petunjuk Pelaksanaan Jabatan Fungsional Pamong Belajar Dan
Angka Kreditnya
• Peraturan Mendikbud Nomor 39 Tahun 2013 Tentang Petunjuk Teknis
Jabatan Fungsional Pamong Belajar Dan Angka Kreditnya
8. PENILIK
• Peraturan Menteri Negara Pendayagunaan Aparatur
Negara Dan Reformasi Birokrasi Nomor 14 Tahun 2010
Tentang Jabatan Fungsional Penlllk Dan Angka Kreditnya
• Peraturan Menteri Pendidikan Dan Kebudayaan Republik
Indonesia Nomor 38 Tahun 2013 Tahun 2012
Tentang Petunjuk Teknis Jabatan Fungsional Penilik Dan
Angka Kreditnya
• Peraturan Sekretaris Jenderal Nomor 1 Tahun2017 Tentang
Pengangkatan Pegawai Negerl Sipil Dalam Jabatan
Fungsional Penilik Melalui Penyesuaian Impassing.
9. WIDYAPRADA
• Peraturan Menteri Pendayagunaan Aparatur Negara Dan Reformasi
Birokrasi Republik Indonesia Nomor 3 Tahun 2019 Tentang Jabatan
Fungsional Widyaprada
• Pasal 3
(1) Jabatan Fungsional Widyaprada berkedudukan sebagai pelaksana
teknis fungsional di bidang Penjaminan Mutu Pendidikan pada jenjang
pendidikan anak usia dini, pendidikan dasar, pendidikan menengah dan
Pendidikan masyarakat pada instansi pemerintah.
(2) Widyaprada sebagaimana dimaksud pada ayat (1) merupakan
jabatan karier PNS.
13. TANTANGAN NAMA PLS
KEMITRAAN PT LUAR NEGERI
• PLS = PNF PAUD NON FORMAL DAN
FORMAL ?
• OUT OF SCHOOL EDUCATION ? OUT
OF SCHOOL ACTIVITY !
• NON FORMAL EDUCATION TIDAK
TERMASUK INFORMAL LEARNING
• Profil Lulusan sebagai Peneliti Sosial
DIPERTANYAKAN, karena Peneliti itu level
Lulusan S.2
• Profil Lulusan sebagai Praktisi Sosial
DIPERTANYAKAN, apa bedanya dg
Lulusan STKS/Kesejahteraan Sosial dan
Sosiatri UGM/UI ?
• Tuntutan Kurikulum Micro Teaching
HARUS PPL ke Sekolah!
• Kurikulum Baru SMA: Kesempatan jadi
Guru Sosilologi-Antropologi
• Pengangkatan TLD, BUKAN TL-PNF
• Pengangkatan PNS Kemdikbud
menurun, diluar makin tidak ada
• Jurusan/Prodi PLS PTS
• Kolega international, Departemen out
of school education/ Non Formal
Eduation.
14. PERIODE ISU-ISU PRIORITAS PROFIL KOMPETENSI
Pendidikan Luar
Sekolah
IKIP Bandung/
UPI
Isu-isu Sosial, Kependudukan, dan
lingkungan hidup
menjadi
Program-program PLS, khususnya
dengan dukungan Bank Dunia melalui
proyek PNF-1 dan PNF-2
UU No.2/1993 : PLS (PNF+PIF)
UU N0.20/2003: yang diselenggarakan
Ditjen PLSPO/PLS/PNF/PAUDNI/
PAUD-Dikmas:
• Pemberantasan Buta Aksara/
Keaksaraan,
• Pendidikan Kesetaraan/ Paket A-B-C
• Pendidikan Kecakapan Hidup/
Kursus
• PAUD
• Dll.
Pendidik Sosial, Peneliti Sosial, Praktisi Sosial
Pergeseran:
Pengelola Satuan PNF enterpreneurship ?
Pendidik di Satuan PNF –> Tutor : Content
knowledge???
Komitmen dalam Perubahan menjadi PLS:
Perubahan nama tidak mengubah esensi keahlian yang selama ini dikembangkan.
15. PERIODE ISU-ISU PRIORITAS PROFIL KOMPETENSI
Pendidikan
Masyarakat
PTPG/ FKIP
Unpad
• Pra-Kemerdekaan/ Kolonialisme
• Kebangsaan dan Kepemudaan
• Kebodohan/ Buta Huruf,
• Tingkat Pendidikan Masyarakat Rendah
• Kesehatan dan Olah Raga Masyarakat
• Kemiskinan
• Isu-isu Masyarakat Perdesaan–Pertanian
• Isu-isu Masyarakat Perkotaan dan Pra-
Industri
Pendidik Masyarakat
Ilmu Pendidikan
dan Pekerjaan
Kemasyarakatan
IKIP Bandung
Bagaimana mengembangkan masyarakat
(community development) melalui
Pendidikan ?
Teori-teori social dan Ilmu Pendidikan
seperti apa yang dapat dipergunakan
untuk mengembangkan masyarakat ?
Dari Jurusam PENMAS ke IPPK
16. PERIODE ISU-ISU PRIORITAS PROFIL KOMPETENSI
Pendidikan Sosial
IKIP Bandung
• Kebodohan/ Buta Huruf,
• Tingkat Pendidikan Rendah
• Kemiskinan,
• Masyarakat Desa – Kota
• Masyarakat Pertanian dan Industri
• Masalah-masalah kependudukan dan
lingkungan
• Penyakit-penyakit social masyarakat
Pendidik Sosial, Peneliti Sosial, Praktisi
Sosial
Ilmu Pendidikan
dan
Pengembangan
Sosial
IKIP Bandung
Bagaimana mengembangkan masyarakat
(community development) melalui
Pendidikan ?
Bagaimana melakukan pendidikan
masyarakat melalui pendekatan2
social/kelompok ?
Teori-teori social dan Ilmu Pendidikan
seperti apa yang dapat dipergunakan
untuk mengembangkan masyarakat ?
Dari Jurusan PENSOS ke IPPS
Mencoba memposisikn pendidikan masyarakat/
social sebagai Jurusan/ Departemen di PT dengan
tugas Tridarma-nya
18. International Community Education Association
(ICEA)
• History
1974. Initially based in the USA, then rotated through the regions until 1986, when
permanently based in the UK. Reorganized 30 June 2000, when International Office
closed and functions decentralized and divided among several institutions.
• Aims
Promote community education as the process enabling communities worldwide to
control their own development and enrichment through lifelong learning; energize
people and utilize public, private and voluntary resources to build and enhance
communities through identifying and meeting community needs; empower people
to make community decisions and to take community action; develop processes to
identify needs of local communities and assist in solving problems; mobilize and
unite a worldwide network of local NGOs and their voluntary and professional
workers so as to work closely with grass-roots communities and act immediately,
flexibly and effectively in solving problems, whether global or local; encourage
individuals and groups to participate in planning and implementation of
programmes and services; support minority groups and others with special needs;
encourage understanding and appreciation of diverse cultures.
19. UNIVERSITY COMPETENCY PROFILE CORE CURICCULUM
EDINBURGH
UNIVERSITY
(Community
Education)
a professionally endorsed qualification
which enables graduates to apply for a
wide range of jobs associated with
community education (often also
described as community learning and
development) in the public and
voluntary sectors.
This programme provides both a
rigorous academic grounding and
appropriate professional preparation
through placement and work-based
learning experience. The course carries
a specific focus on community
development, youth work and adult
education.
UNIVERSITY OF
THE WEST OF
SCOTLAND
(Community
Education)
Community educators work with people
of all ages and abilities to facilitate
individual and social change that
enhances the chance for making a
good life.
The course is aimed at current or
aspiring community education
practitioners. Community education is
an expanding professional area that
contributes to youth and community
practices. The programme is
underpinned by theories and practices
in equality and social justice, human
flourishing, engagement and
participation.
20. UNIVERSITY BASIC ISSUES COMPETENCY PROFILE CORE CURICCULUM
UNIVERSITY OF
DUNDEE
(Community
Learning and
Development)
Community learning
professionals engage with
people living within a
geographical area or sharing a
common interest to develop a
range of learning, action and
reflection opportunities
determined by their personal,
social, economic and political
needs.
Community learning and development is
designed to enrich the lives of individuals
and groups.
Our course has been designed around the
concept of the self-monitoring critically
reflective professional, in other words the
willingness and ability of professionals to
question, analyse, and evaluate their values,
practices and experiences. This is an
exciting, new and vibrant course which
reflects the current field of community
learning and development practice in
Scotland and the UK
National
University of
Ireland
Galway
(Community
Education)
Our training will prepare you to
facilitate real change at local
level and provide you with skills
and knowledge to engage with
a rapidly changing policy
context at national level
Our modules are developed and delivered
in conjunction with practitioners to provide
high-quality community, family, and youth
work expertise to ensure you are equipped
to work in a variety of settings (whether
private, voluntary, or statutory).
21. UNIVERSITY BASIC ISSUES COMPETENCY PROFILE CORE CURICCULUM
UNIVERSITY
OF
WISCONSIN
WILWAUKEE
(Community
Engagement
& Education)
Inequality in
urban
communities
as
Program directors
Youth workers
Community leadership
facilitators,
Adult community educators,
Youth leadership facilitators,
Community program
entreprener
explore the causes of social
inequality in urban communities,
and learn strategies for
management, leadership and
entrepreneurship.
Areas of Focus
Alternative Education,
Child Care (Submajor)
Child and Family Services
(Submajor)
Community Based
Organizations: Policy and
Leadership (Submajor)
Community Leadership
(Submajor and Certificate)
Youth Work (Certificate)
22. DINAMIKA FOKUS PENMAS
• In developed countries, Community Education is focused
more on lifelong learning and efficient use of resources. It is
almost always identified with a local neighbourhood in which
people live.
• In developing countries, Community Education is focused
more on social engineering, community organisation, and
civic development.
• In underdeveloped countries, Community Education's
emphasis tends to be on community development, building
the community's infrastructure, and increasing economic
development, and it is greatly influenced by ethniclreligious
norms and cultural domination issues.
24. Individu lahir dalam sistem Keluarga,
dan Keluarga berkembang dalam sistem
Masyarakat
Keluarga dan Masyarakat memiliki pengaruh
terhadap perkembangan individu
Individu
(Individual)
Keluarga
(Family)
Masyarakat
(Community)
INDIVIDU DAN SISTEM SOSIAL MASYARAKAT
KEHIDUPAN MASYARAKAT TERUS
BERUBAH DAN MAKIN CEPAT,
TETAPI INDIVIDU, KELUARGA, DAN
KOMUNITAS TETAP ADA DI
DALAMNYA
27. DISRUPTION ERA
• Disruption berakibat penghematan banyak biaya melalui proses bisnis
yang menjadi lebih simpel.
• Disruption membuat kualitas apapun yang dihasilkannya lebih baik
ketimbang yang sebelumnya.
• Disruption berpotensi menciptakan pasar baru, atau membuat
mereka yang selama ini ter-eksklusi menjadi ter-inklusi. Membuat
pasar yang selama ini tertutup menjadi terbuka.
• Produk/jasa hasil disruption ini harus lebih mudah diakses atau
dijangkau oleh para penggunanya.
• Disruption membuat segala sesuatu kini menjadi serba smart. Lebih
pintar, lebih menghemat waktu dan lebih akurat.
28. www.kominfo.go.id @kemkominfo
MASYARAKAT INDONESIA HARI INI DAN KE DEPAN
PALAPA RING - TOL UDARA
Sumber: Kominfo 2017
Ragam
Masyarakat
Indonesia Hari
Ini dan Ke
Depan:
Indigenious,
Agraris,
Pra-Industri,
Industri,
Teknologi
inofrmasi,
Pengetahuan
dan Informasi,
Disrupsi,
Industri 4.0
Society 5.0
……………….
34. TIGA KOMPONEN DASAR PENMAS
(Decker and Boo, 2001 ):
• Lifelong Learning: - Implementing the principle that learning continues
throughout life. - Providing formal and informal learning opportunities. -
Offering programmes and services for all community members, often in an
intergenerational setting.
• Community Involvement: - Promoting a sense of civic responsibility.: -
Providing leadership opportunities for community members. - Including
diverse populations in all aspects of community life. - Encouraging
democratic procedures in local decision making.
• Efficient Use of Resources: - Using the school's and the community’s
physical, financial, and human resources to address community needs. -
Reducing duplication of services by promoting collaborative effort.
35. PRINSIP-PRINSIP PENMAS
(Decker and Decker, 2003 ):
• Lifelong Learning
• Self Determination
• Self-Help
• Leadership Development
• Institutional Responsiveness
• Maximum Use of Resources
• Inclusiveness
• Access to Public Information
41. KOMPARASI
EDINBURGH UNIVERSITY
MORAY HOUSE SCHOOL OF EDUCATION
Introduction
The BA (Honours) Community Education degree is a
professionally endorsed qualification which enables
graduates to apply for a wide range of jobs associated
with community education (often also described as
community learning and development) in the public
and voluntary sectors.
This programme provides both a rigorous academic
grounding and appropriate professional preparation
through placement and work-based learning
experience. The course carries a specific focus on
community development, youth work and adult
education.
UNIVERSITY OF THE WEST OF SCOTLAND
Community Education
Our BA (Hons) Community Education is offered
on a full-time or part-time basis at Hamilton
campus.
The course is aimed at current or aspiring
community education practitioners. Community
education is an expanding professional area
that contributes to youth and community
practices. Community educators work with
people of all ages and abilities to facilitate
individual and social change that enhances the
chance for making a good life. The programme
is underpinned by theories and practices in
equality and social justice, human flourishing,
engagement and participation.
42. UNIVERSITY OF DUNDEE
Scottish Universitty of The Years
Community Learning and Development BA (Hons)
Community learning and development is designed to
enrich the lives of individuals and groups.
This is an exciting, new and vibrant course which reflects
the current field of community learning and development
practice in Scotland and the UK. Community learning
professionals engage with people living within a
geographical area or sharing a common interest to
develop a range of learning, action and reflection
opportunities determined by their personal, social,
economic and political needs.
Our course has been designed around the concept of the
self-monitoring critically reflective professional, in other
words the willingness and ability of professionals to
question, analyse, and evaluate their values, practices
and experiences.
National University of Ireland
Galway
Community Education
Building vibrant communities and
supporting innovative change in society in
ways that are both empowering and
participative are the corner stones of
training provided by Community
Education.
Our training will prepare you to facilitate real
change at local level and provide you with
skills and knowledge to engage with a rapidly
changing policy context at national level. Our
modules are developed and delivered in
conjunction with practitioners to provide high-
quality community, family, and youth work
expertise to ensure you are equipped to work
in a variety of settings (whether private,
voluntary, or statutory).
43. UNIVERSITY OF WISCONSIN WILWAUKEE
Community Engagement & Education (CEED)
Our students explore the causes of social inequality in urban
communities, and learn strategies for management, leadership
and entrepreneurship.
Areas of Focus
Alternative Education (DPI 952 Add-on Licence)*
Child Care (Submajor)
Child and Family Services (Submajor)
Community Based Organizations: Policy and Leadership (Submajor)
Community Leadership (Submajor and Certificate)
Youth Work (Certificate)
The only difference between submajors and certificates, is that submajors can only be taken
by students in the BS CEED major, while certificates may be taken by students across the
university.
*Alternative Education does not appear on the university transcript. Students in the BS
program may focus in the area and licensed teachers also can get a supplemental license.
Our Students Work In
Community-Based Organizations, as
Program directors
Youth workers
Community leadership facilitators,
Adult community educators,
Youth leadership facilitators,
Community program entrepreneurs
Foster care agencies
Government
Child care centers
Private schools as teachers and leaders
A wide range of community-based change efforts,
And many other community-based and community-related
settings.
44. PERIODE ISU-ISU PRIORITAS PROFIL KOMPETENSI
Pendidikan
Masyarakat
UPI
Isu-isu Sosial- Kemanusiaan dan
Sustainability Development
Meliputi:
Ketidaksetaraan/ Equality
Ketidakadilan/Equity
Ketidakberdayaan,/Powerless
Marginalisasi/Marinalized
Kekerasan/Radicalism
Pengangguran/ Unemployment
Keberlanjutan/Sustainability
Non Diskriminasi/ Inclusion
Disrupsi/ Disruption
Digital Illiteracy
……………………..
Pendidik Masyarakat Mendidik dalam rangka
pengembangan Masyarakat
Tantangan:
• Networking Internasional.
• Disruption Society: Industry 4.0, Society 5.0, …
• SKKNI
• Kebersamaan dalam Perbedaan
Fokus:
Pendidik Masyarakat : dengan Ragam Sertifikasi
Kompetensi Keahlian yang Relevan
Peneliti Masyarakat, dengan tanggungjawab sesuai
jenjang studi S.1, S.2, S.3
Praktisi Masyarakat, dengan jiwa kerelawanan
dan entrepreneurship
Komitmen Internasional: Dari Dakkar 2000 ke Incheon 2015
“Pendidikan Berkualitas untuk semua sepanjang hayat dan inklusif”
45. PNF/PLS:
Berbasis Satuan Pendidikan diluar
Formal (salah satu BENTUK sistem
sosial)
Lebih berorientasi memberikan
pengetahuan dan skill agar
berpendidikan lebih baik (berbasis isu
ketertinggalan pendidikan)
PENMAS:
Berbasis Masyarakat (mancakup
seluruh sistem sosial, baik yang
melakukan kegiatan pendidikan formal,
nonformal, maupun informal)
Lebih berorientasi meningkakan
kesetaraan, keadilan, kebahagiaan dan
kualitas hidup (berbasis isu
marjinalisasi dan ketidakadilan social
lainnya, termasuk ketertinggalan
pendidikan)
TRANSFORMASI PLS PENMAS
Catatan:
DI negara-negara maju Community Education,
Community Learning and Organization, Adult and
Community Education, Adult and Continuoing
Education, …. Banyak dikembangkan dan
Berkembang dari Sekolah (Pendidikan Formal)
FOKUS PENMAS PADA PENDIDIKAN
NON FORMAL, INFORMAL, , FORMAL
DAN RELASI KETIGA-NYA TIDAK
HANYA FOKUS PADA PENDIDIKAN
NONFORMAL
46. METODE DAN TEKNIK
PENDIDIKAN MASYARAKAT
STRATEGI PENDIDIKAN
PENGEMBANGAN
MASYARAKAT
FILOSOFI-KEILMUAN
PENDIDIKAN MASYARAKAT
TEORITIK
PRAKTIK
20
:
80
60
:
40
80
:
20
STRATEGI PERKULIAHAN PENMAS *)
B
E
R
B
A
S
I
S
T
I
K
47. AREA RESEARCH PROBLEM PENMAS *)
SOCIAL ISSUES
LOCUS AND FOCUS
FAMILY COMMUNITY UNIT OF NFE SCHOOL ECOSYSTEM
CHILD, YOUTH, ADULT
Illiteracy
Learning,
Training,
Facilitating,
Capacity Building,
Empowering,
Ressilience,
………………………….
Inequality
Social Justice
Poverty
Social Change
The Unreached
Social Pathologies
Local Wisdom
Entrepreneurship
Inovation Diffusion
Community Leadership
Fam-School-Comm Part
Marginalized AND ……….
@elihsudiapermana-pascaupi2019
SATUAN PNF HANYA SALAH SATU
AREA SAJA, BICARA PENMAS
TIDAK SELALU DIMULAI DG
SATUAN PENDIDIKAN
49. RELASI RISET MAHASISWA DAN PEMODELAN
MODEL DESKRIPTIF MODEL PREDIKTIF MODEL NORMATIF
DISERTASI S-3
Mengembangkan ‘model’
yang ‘seharusnya’ terjadi
sebagai inovasi dalam sistem
nyata kegiatan/program
Pendidikan masyarakat
TESIS S-2
Menjelaskan ‘model’ apa yang
mengakibatkan sesuatu
terjadi atau tidak terjadi (Uji
signifikansi/Triangulasi) dalam
sistem nyata kegiatan/program
Pendidikan masyarakat
SKRIPSI S-1
Menggambarkan ‘model’
komprehensif dan
mendalam apa yang terjadi
dalam sistem nyata
kegiatan/program pendidkan
masyarakat