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ANALYSIS PLANNING FOR LIFE EDUCATION MODEL PROGRAM
PRIVATE ISLAMIC UNIVERSITY IN INDONESIA
1,2HASRITA LUBIS
1Lembaga Pengabdian Masyarakat, Universitas Islam Sumatera Utara, Indonesia;
2Pusat Pengajian Pendidikan Jarak Jauh Program, University Sains Malaysia, Malaysia;
Corresponding Author: hasrita_lbs@yahoo.com
ABSTRACT
Long Life Learning (LLL) is growing rapidly as a focal point to the science and technology development. Therefore, universities as platform due to transforming the sciences in order to expand the knowledge and the latest technology to their customers are very integral. At the same time, college or other organizations are expected to be driven by the community that will be able to show the acceleration performance of science and technology. Thus, the existence of the community and the world are taken based on the ability to access knowledge and technology developments in the application of learning and readiness. In Indonesia, Islamic educations institutions such as private universities strive to be able to offer the appropriate programs with community and customers. In order to build the equivalence between the rapid development of science and technology, all the faculty members through various programs are continued to increase their knowledge. Academic staffs will be able to enhance their knowledge as on an ongoing basis when the universities perform analysis of the need for academic skills, high working. Follow up on the results of the analysis skills needs to be realized throughout the academic programs of formal education or informal. Activity provides a hosted program the university will provide an opportunity for all faculty members to study up on the peak sustained optimal career. Instead the teacher will obtain a positive impact to be a quality college.
Keywords: Long Life Education Program and University Islam Swasta.
Introduction
Long Life Education (LLE) is an activity continuous learning process in according to the interests of education’s discipline and skill performance adult who has engaged a professional job. Long Life Education serves as a positive response to the development of science and technology very quickly Marla (2008). According to the World Bank (2003) an organization will be able to survive and advance when the entire Human Resources (HR) is working to complete its work by cutting-edge science and technology. Science and technology is developing very quickly. The university together with other organizations need to know with certainty based on correct information and complete the necessary finesse what lecturers and other staff as a working adult. Islamic University is a private university founded by Islamic organizations, groups and individual specific person with vision and mission are different from each other. Private islamic university in Indonesia established in 1952 and began than the number reached 215 universities (Director General of Higher Education, 2012).
240 program that is programmed in accordance with the benefit of rational human resources and build quality of a private Islamic university.
This study aims to provide an insight to the management of the university to make a life-long education program formally or informally in accordance with the interests of the faculty so as to achieve an optimal career. sixteen major elements item number in the critical elements of the design has been approved by a research dissertation. Nowadays, socialized to be applied especially in the private Islamic colleges generally at conventional universities and other organizations.
Materials and Methods
Critical elements of the design phase model of life-long education program private Islamic university in Indonesia is a dissertation finding validated the science of life-long education experts using the Delphi technique. The methodology used is the five-step Zetterberg (2002, 1962) which adapt. Theoretical basis used is the design theory of adult education by Boone (2002, 1985) and the theory of the design principles of Islamic education by Hassan Langgulung (2002, 1991). Theory of adult education by Boone (2002, 1991) provides a theoretical foundation and design elements relating to adult education to develop academic competencies, career and organization in the workplace.
So the theory foundation of Islamic education is also in line to be adapted in the developing private Islamic university. The second theory is suitable to be adapted in developing lifelong education for faculty and leaders in the private Islamic university building personal competencies and build sustainable careers. Continuing education for faculty formally for faculty is up to the PhD diploma before the age of 50 years and may be appointed as a professor after three years of obtaining a diploma and have class IV-c (SK MENPAN No. 13, 2013).
Decree of the Minister of State Apparatus Empowerment to develop themselves personally lecturer in academic and career competencies can be aided by practicing design model of lifelong education programs. Implementation program design model of lifelong education private Islamic university program includes formal and non-formal education. Non-formal education programs relating to realize the vision of sustainable private Islamic university as a unique individual private Islamic university in Indonesia. Realize the vision of a private Islamic university also significantly strengthen the organization in line with the private Islamic university qualifications namely the development of Human Resources Zeterberg lecturer and leader (2002, 1962).
The research methodology used is as in the following chart:
They shape the formation of long life education private Islamic University program models.
Design of the study: the activities carried out in this step of performing research to explore the literature review on the topic of the theory of Islamic education, long life education, long life education in Islam, university, conventional universities, private Islamic university, model, model development, program, model of adult education programs, continuing education, planning, implementation and evaluation of long life education, interviews with experts experienced in long life education and private Islamic university trustee is done to collect information on long life education and information adopted university character Islamic private. Observations performed on four selected Islamic university, the Islamic University of North Sumatra (UISU), North Sumatra University Muhammadiyah (UMSU), University of Al-Washliyah North Sumatra (UNIVA) and University Muslim Nusantara (UMN).
241 participate in the activities of a number of seminars, workshops concerned with lifelong education and private Islamic university starting from March 2008 until December 2012. Interview related characters and elements of the education program ever practiced private Islamic university is done by some experts and activists private Islamic university. Interviews can be concluded that the philosophical framework of the organization, its vision, mission and goals of private Islamic universities to learn continuously by university professors and the leadership of Islam to be practiced in the private sector in carrying out daily tasks. Based on the results of seminar and workshops, interviews and event design the researchers gained valuable information and insight to deepen the understanding of scientific thinking about the characteristics of the modeling life-long learning program planning.
Source: Adaptation and renovation of Zetterberg (2002, 1962). Designing research
studies or the search begins from the literature review, discussions with experts lifelong education, higher education practitioners and implement research advances or observations on four selected private Islamic university to set theory foundation for the study of the elements
242 of lifelong education programs. The second step is carried out based on the scientific understanding of the critical elements of planning items adult education presented Boone (2003, 1985). As to items critical element is planning Boone theory as follows:
Scientific understanding: In this step the researchers arranged the elements associated with the formation of education model based on the model of adult education programs according to Boone (2002, 1985) and the model of Islamic education Langgulung Hasan (2002, 1991). Justification for the use of models and Hasan Langgulung Boone in this study is because both these models are general and can be applied in a variety of situations and forms of education. Boone model provides a conceptual framework formation of long life education program followed by the adults in educational institutions such as the university-college and social development agencies (Nik Zafri bin Abdul Majid, 2008; McCaskill, 2004, Mohd Nor bin Ihkasan, 2003 and Mohd Nor 1995). The basic model of Islamic education Hasan Langgulung can also provide a conceptual framework in Islamic educational foundation for program planning, the private Islamic university as an institution based on Islamic education.
Critical elements of program planning model based on the second model analyzed the general nature can be applied to model lifelong education private Islamic university. The intended conceptual framework can be seen as well in the following table.
Critical Elements of Program Planning Model Adult Education Boone (2002, 1985).
No. Critical element analysis framework planning.
1 Basic, philosophy, goals and staff assignments to do with the management. 2 Analysis of the need for staff skills raise.
3 Developing togetherness.
4 Meaning concerned with developing learning organizations.
5 Iktizam have the philosophy and goals of the organization.
6 Implement continuous assessment.
7 Understand give assignments according to staff skills.
8 Organizational framework of continuous testing.
9 Conducting ongoing analysis of the skills needs of society. 10 Understand and intend to develop other organization.
Critical elements of the table base for Islamic Education Program Planning Model Langgulung Hasan (2002, 1991).
No. Frame analysis of critical elements of Islamic education planning.
1 Determine the underlying foundation curriculum in achieving the objects near and far.
2 Set amount of funds and resources necessary funds.
3 Prescribe in detail the source of funds and open-sourced.
4 Setting the system used in the division of labor and power, and to develop staff capabilities.
5 Discuss where learning was undertaken jointly.
6 Discuss the expected facilities and methods can help people achieve student learning goals.
243 Items critical element theory Boone (2002, 1985) have provided theoretical footing forms a critical element of the planning model lifelong education regarding the importance of faculty and leadership in developing academic competence qualification, career and private Islamic university organization. Whereas items expansion planning program model private Islamic university-based critical elements analyzed basic Islamic education planning by Hasan Langgulung. As for theoretical footing following critical elements of planning Hasan Langgulung are presented in the following table:
Scientific understanding: scientific understanding in this study to investigate the concepts and elements that are arranged in the planning phase questionnaire items sent to a panel of experts to examine the first group, provide value and give comments, add, delete and execute critical element phase questionnaire items planning a total of 29 items. This survey is the initial model or models tentative model of lifelong education programs with universities, private Islam. In this step it is also as a pilot study. Critical element of the questionnaire made by five point Likert scale.
In the pilot study, a critical element of getting items mean 3:50 to 55 percent consensus criteria will be broadened further to the second expert panel. Critical element of the planning phase is placed in questionnaire served on the panel for the second group of certified experts. At this stage the critical acceptance criteria tightened into an element critical value min 4:50 and a minimum of 70 percent consensus criteria.
Researchers examined the relationship between facts and insights think based research conceptual theoretical study of Islamic education, conventional universities, private Islamic university, lifelong education, lifelong education in Islam, model, model development, adult education, continuing education, programs, and two theories on the study so as to provide a critical element of the planning phase of the lifelong learning program model.
Discovery solution: a tentative model or early model modeling lifelong learning programs that returned the first batch of the expert panel, which obtained the mean of 3.50 and consensus criteria 50% and it is sent to a panel of experts to carry out the second round of the first rotation (P1).
Scientific recommendations: scientific recommendations by (Zetterberg, 2002, 1962), which was adopted last activity in the formation of life-long education program model. Recommendations of the expert panel are given space to add, delete and equip another critical element of the planning phase. In this step Delphi technique is used to verify the critical element model of the planning phase of the lifelong learning program. As for the critical criteria set for the first round (P1) and second (P2) each item added to the planning program model is the mean value kriteia 4:50 with 70% consensus or agreement.
Results and Discussion
The findings of the five steps above is a model of lifelong education program planning private Islamic university consists of 16 items. Items critical element model of lifelong education planning program in question is shown in the following table.
Critical element of the planning phase have sixteen points starting from planning vision 8 Setting the time division learning together.
9 Social basis set used.
245 of an organization of excellence in the future (Nanus Burt, 2003).
No. Critical element of the planning phase of the program model lifelong learning.
1 University vision.
Vision, mission, policies and philosophy of the university learned to build commitment to the practice of lifelong education as a topic of learning materials. 2 Leadership universities, colleges and academic staff committed to be part of
lifelong learning.
3 Visi dan misi universitas dipelajari secara jelas oleh pihak kepimpinan dan staf akademik dalam program pendidikan sepanjang hayat.
4
University philosophy.
University of applied educational values of Al-Quran and Hadith to be accessible by the public as a unique private Islamic university.
5
Organizational framework.
Lifelong education received university and faculty as the university identity unique learning mode.
6 The leadership of the university and the students need materials, a place of learning lifelong learning.
7 Lifelong learning programs build knowledge, skills and attitudes of senior students.
8 The University has a research center and leadership structure for managing lifelong learning
9 Curriculum and courses in life-long education program planned with university
faculty and students..
10 Students and university leadership to analyze the situation now and in the future that becomes a lifelong learning education program..
11 Leadership and the rest of the students understand their task clearly in lifelong education.
12 Mission of the university.
Lifelong education students realize the goal of building private Islamic university consistently.
13 University set the system used in the division of labor and power in the open position.
14 Lifelong learning programs developed by qualified professionals and interested private Islamic university building.
15 Lifelong education to determine whois the students..
16 Provide lifelong financial education program reflects the university's commitment to lifelong learning practice.
246 deploying HR leadership as academic activities, research and community service in a university need to renew his skills on an ongoing basis. Therefore the process of lifelong learning is a fundamental part of an operational program a private Islamic university.
Further the university's mission was to be used as teaching materials for faculty and university leadership as learning materials according to their specific expertise on an ongoing basis. Islamic vision of private universities studied according to the university's mission to culture and cultural skills are practiced in a sustainable organization anyway. Cultural work performed on the leading edge theoretical footing is praxis toward membership qualification competency tested for both lecturers and leadership. The mission further realized with specific Praxis membership will strengthen the academic culture are private Islamic university organizational culture. Lecturers and private Islamic university leaders committed high performing continuous or ongoing learning process according to the university plans will also be able to develop career and leadership qualifications in accordance with stratification according to rank professors of law occur (DepDikBud, 2005).
The founder of the Islamic university private universities plan uniqueness based on the values of the Qur'an and the Hadith, it is also become a private Islamic university philosophy needs to dissect the faculty and leadership skills to become a culture work. Academically based remote Qur'an and Hadith added to make planning program faculty and leadership to build your-self a sustainable manner.t
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