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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
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
MEMBANGUN PROSPEK LULUSAN
Contoh di Amerika
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
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
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
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.
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.
Penguatan Jati Diri Pendidikan Masyarakat (FKIP Universitas Riau)
Perpres 8/2012
Pasal 2 dan 5
TANTANGAN SISTEM KKNI
MEMPERKUAT KAJIAN KEILMUAN
(DIMENSI HISTORIS PTPG/FKIP/IKIP BANDUNG/UPI)
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.
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.
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
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
MEMPERKUAT KAJIAN KEILMUAN
(DIMENSI KOMPARASI INTERNASIONAL)
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.
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.
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).
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)
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.
MEMPERKUAT KAJIAN KEILMUAN
(DIMENSI SOSIOLOGIS DAN FUTURISTIK)
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
https://www.slideshare.net/elliekaye114/how-globalization-is-affecting-the-film-industry-57151290
Technology/Internet
MASYARAKAT KINI DAN MASA DEPAN
Isu-isu Sosial-
Kemanusiaan dan
Sustainability
Development:
Ketidaksetaraan/ Equality
Ketidakadilan/Equity
Ketidakberdayaan,/Power
less
Marginalisasi/Marinalized
Kekerasan/Radicalism
Pengangguran/
Unemployment
Keberlanjutan/
Sustainability
Non Diskriminasi/
Inclusion
Disrupsi/ Disruption
Digital Illiteracy
……………………..
https://www.qut.edu.au/institute-for-future-environments/about/events/events?news-id=120976
CONNECTED PEOPLE
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.
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
……………….
Penguatan Jati Diri Pendidikan Masyarakat (FKIP Universitas Riau)
https://education-2020.wikispaces.com/21st+Century+Learning
https://www.slideshare.net/jpm66/21st-century-learning-skills
Competency Domains
PENMAS KITA KE DEPAN
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.
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
DINAMIKA PEMIKIRAN ANDRAGOGI
Penguatan Jati Diri Pendidikan Masyarakat (FKIP Universitas Riau)
Critical Pedagogy
Public Pedagogy
Teori Belajar
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.
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).
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.
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”
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
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
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
MASALAH
PENELITIAN/
KERANGKA
BERFIKIR/
HIPHOTESIS
KESIMPULAN &
REKOMENDASI
REFERENSI
(JURNAL, BUKU,
DATA, DLL)
ISU SOSIAL &
PENDIDIKAN
MASYARAKAT
POLA PIKIR PENELITIAN PENMAS
IQRA’
PROSEDUR/
METODE RISET
ANALISIS DATA
&
PEMBAHASAN
@elihsudiapermana-pascaupi2019
IQRA’ ITU MEMBACA TEKS DAN
KONTEKS, PENELITIAN ADALAH
POLA PIKIR BUKAN SEKEDAR
PROSEDUR KERJA
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

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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.
  • 11. Perpres 8/2012 Pasal 2 dan 5 TANTANGAN SISTEM KKNI
  • 12. MEMPERKUAT KAJIAN KEILMUAN (DIMENSI HISTORIS PTPG/FKIP/IKIP BANDUNG/UPI)
  • 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
  • 17. MEMPERKUAT KAJIAN KEILMUAN (DIMENSI KOMPARASI INTERNASIONAL)
  • 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.
  • 23. MEMPERKUAT KAJIAN KEILMUAN (DIMENSI SOSIOLOGIS DAN FUTURISTIK)
  • 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
  • 25. https://www.slideshare.net/elliekaye114/how-globalization-is-affecting-the-film-industry-57151290 Technology/Internet MASYARAKAT KINI DAN MASA DEPAN Isu-isu Sosial- Kemanusiaan dan Sustainability Development: Ketidaksetaraan/ Equality Ketidakadilan/Equity Ketidakberdayaan,/Power less Marginalisasi/Marinalized Kekerasan/Radicalism Pengangguran/ Unemployment Keberlanjutan/ Sustainability Non Diskriminasi/ Inclusion Disrupsi/ Disruption Digital Illiteracy ……………………..
  • 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 ……………….
  • 33. PENMAS KITA KE DEPAN
  • 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
  • 48. MASALAH PENELITIAN/ KERANGKA BERFIKIR/ HIPHOTESIS KESIMPULAN & REKOMENDASI REFERENSI (JURNAL, BUKU, DATA, DLL) ISU SOSIAL & PENDIDIKAN MASYARAKAT POLA PIKIR PENELITIAN PENMAS IQRA’ PROSEDUR/ METODE RISET ANALISIS DATA & PEMBAHASAN @elihsudiapermana-pascaupi2019 IQRA’ ITU MEMBACA TEKS DAN KONTEKS, PENELITIAN ADALAH POLA PIKIR BUKAN SEKEDAR PROSEDUR KERJA
  • 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