EDUCATION BASED ON LOCAL CULTURE
2. Discussion
THE STRATEGY OF EDUCATIONAL MANAGEMENT
Although it was still limited, but a social interaction with outsider has to happen. It means that they are Wellcome to outsider values and culture more visible. The empowerment of Orang Rimba at Air Hitam did not specifically focused on their need.
This condition can be viewed from some of the facts on the field, such as from an economical side, Orang Rimba still below the poverty line. Social interactions of Orang Rimba were still limited to the group. From the culture side, Orang Rimba is still strong protected by their culture and custom, it causes them difficult to accept outside influence.
From the health side, they have a low level of health on baverage; it is seen from a clean lifestyle in their dress, physical health, and illness. From the side of education, they are still illiterate. There are several aspects that contribute to this conditions such as, geographically, Air Hitam is one of the areas classified as remote areas; demographically, there are uneven nomaden deployment and always move because of melangun culture.
The society of Orang Rimba in Air Hitam divided into two groups: the first, Orang Rimba who lives on the outskirts of the forest where access to interact more with the outside community, partially the group has received education. They allow their children to attend nearby elementary education; it is because of the location close to the forest edge resettlement or local area. The second, Orang Rimba who lives in the forest, the group is only interact with their peers, access to education untouched at all.
In this research is focused on two primary schools in the District of Air Hitam are the SD No.
191/VII Pematang Kabau II and SD No. 211/VII Bukit Suban. The number of students SD No.
191/VII Pematang Kabau II totaled 46 children comprising 40 boys and 6 girls. This amount is 13
% of the number of girls attending elementary school. The number of students in primary school No. 211/VII Bukit Suban totaled 51 children consisted of 45 boys and 6 girls. This amount is only 12 % when compared to the number of girls attending elementary school.
Orang Rimba are enrolled in nearby primary school, in Air hitam have many experience problems in its implementation. Constraints Orang Rimba in the education, among others are: first, the geographical factor, housing is difficult to reach because of the reach of transport is still isolated;
second social factor, there are limitations in interacting with the outside community; third cultural factor, Orang Rimba are holding a traditional culture is still strong, there are concerns with the education will change their cultural practices; fourth economic factor, most of Orang Rimba still take their children to help family’s earning like hunting, gathering, farming, and other activities related to the fulfillment of life; fifth the safety factor, the parents are very worry impairing
of animals to their children; sixth attachment factor, Orang Rimba’s children feel free to follow as many rules of education schools should be adhered to, where they are not free, confined, because their life had been free in the open.
Orang Rimba outlook on education, there is a small part that has received education but most of them still refused education. Judging from the deviding group of Orang Rimba in Air Hitam, commonly Orang Rimba who need and receive an education in the category of women who are sedentary. While Rimba's groups in category ngekem or temporary residency are called melangun, had no desire to go to school for their children, they refuse the education and move if there are families who died or sick. In addition, education for Orang Rimba’s view there are two kinds, the first: Orang Rimba spreads in Air Hitam, they need to interact, transact with the villagers to sell forest products, buy daily basic needs, they need to be provided education so that they are not deceived by outsiders, especially in the sale and purchase transaction. Second, Orang Rimba who do not need education are who lived in the middle forest of Air Hitam, all needs have been fulfilled, they do not interact and transact with the outside world, so they do not need an education.
Strategic management of education at the Department of Education Sarolangun especially in Air Hitam includes are planning, organizing, implementing, and monitoring of education.
Educational planning includes human resource principals, teachers, and students. Resource facilities include construction of schools and school’s infrastructure. Organizing education includes the recruitment and placement of principals and teachers on the job. Surveillance is conducted by the superintendent of schools, the district education office and principals. However, conditions on the ground in the provision of education for Rimba children reality is blended with the nearby village school. Department of Education is providing stimulus to the children who attend school in the nearby elementary school such as stationery, school bags, school uniforms, and tuition assistance.
Strategy of educational management for elementary school of Orang Rimba before, the first the education of Orang Rimba is planned by identifying problems that exist in the Forest.
Identification includes educational needs and learning needs, natural resources, and the preparation of an effective and efficient program. In organizing activities, the elementary school of Orang Rimba is provided a good motivation to students, educators, and related parties. For example, students are given all the learning facilities such as: bags, books, notebooks, drawing books, pencils, pens, erasers and other school supplies. Making a shelter to learn and stay during
the learning process takes place and giving daily needs.
Strategic factors that need to be considered in the management of education in the region of Air Hitam are: first, that government policy should take seriously about education policy for the Rimba education especially for children who are still blended with the outside community of Orang Rimba. Second, environmental factors that include economic, social, cultural, and security concerns in daily life of Orang Rimba. Third, environmental factors includes to natural resources, the region that contains natural resources in Air Hitam is dwindling due to various factors, which may inhibit the acceleration process of empowerment Orang Rimba. Fourth, the factor value shares with private companies; in this case the company is in the area developed the concept for the implementation of public education. Fifth, the human factor, in this case by utilizing the people who influence or be smart such as: the head of suku, the vice of suku, Depati, Mangku, Dubalang, Menti, Jenang, and stakesholders who can be Tengganai of forest together to cooperate in educational management.
In addition, factors that affect the implementation of education are: first, supporting factor; the internal factors are influenced by the people directly involved to organize educational activities and external factors are more dominant by the residents of Orang Rimba themselves, namely:
cadre of educators, Tumenggung’s support , Orang Rimba’s support, the input of students from Orang Rimba’s children. Second, inhibiting factor;
including internal factors derived from the Orang Rimba themselves they think that they allow their children to attend school, then they will lose their eraning, usually children help parents to find resin, rattan and so on, the melangun culture, outbreaks of disease, nightmares, quickly bored. External factors are factors that come from outside of Orang Rimba.
The impact of educational management for the empowerment of Orang Rimba are able to read, write, calculate simple, it helps the parents in transacting the sale and purchase of forest products to the outside community and can interact with the Indonesian language. There was improvement of the health of Orang Rimba especially children, visible from the hair is clean and combed, shower twice a day, clothes washed, brushed their teeth, and the way they dress has closed the chest and body. Besides that the impact of this education also impact on their parents to set an example and help socialize education to parents who still resist education.
From some of the descriptions above, shows that Orang Rimba still need a helping hand to be empowered from all aspects of life. For their life, the condition of powerlessness is not a problem either for theirself, family, or group, but with the increasing social interaction with the outside
community and demands for change, then Orang Rimba should be empowered through: empowering psychologically, sought from those who are shy, insecure, fear can turn into a self-confident, daring either with the group or with the outside community of Orang Rimba; empowering socially, communicating with difficult conditions and tough they are expected to interact smoothly interact both with the group and with the outside community;
empowering economically, so that they are capable and fulfilled the needs of daily life and be independent; empowering politically, so they are able to make their own decisions about their lifes, especially the cover.
Some empowering had to be run through formal, non-formal, and informal education in the family. Empowering of women can be formed entity groups of Orang Rimba approach with the wife of kepala suku as their leader, with a given skill to utilize the natural resources in the forest such as weaving mat. Moreover, it can be formed action group gathering, cooking, and wellness activities. With these activities they were expected to empower Orang Rimba so that they feel equal, independent, respected, and confident. It can be concluded that in order to empower Orang Rimba so that the program is successful, empowerment given to the first rimba male. With the expectation that men as husbands who empowere forest will impact on changing the mindset, attitudes, and treatment of his wife that occurred in the household equal partnership. Moreover, it can speed up access to education and empowerment of Orang Rimba.
The findings obtained through this research, has provided an overview of the conditions that can be created with respect to the model of cultural based on strategy of educational management in an effort to empower local Orang Rimba in Air Hitam offered through the "Societal Paedagogycal Ethnomethodologys Strategic Model". Some conditions are found and need to be given meaning in this model is the need to analyze the condition of Orang Rimba in terms of their potential, seen from the demographics map, education, health, household, and economic activity, the primary schools in the region of Air Hitam, and the involvement of all parties to support the success of empowerment program of Orang Rimba. By using the strategy of educational management for Orang Rimba based on local culture, the model of educational management strategies that will be built in the región of Air Hitam requires the participation or involvement of many parties. The parties need to understand the priority of a program management school education, especially in the area of Air Hitam include central government, local government, Orang Rimba, educator resources, and private parties.
Education model based on local culture in an effort to empower Orang Rimba, filed by relying on
a conceptual basis, legal basis, and empirical grounding. Some establishment the conceptual foundation for all education, community education based, the management of education based on the local culture, and cultural attachment.
The model is based on the vision, mission, and values to be achieved through an educational model based on the local culture. The values of Orang rimba’s Community possessed cultural customs that can be used as a force in empowering themselves.
Since the values of the local cultural customs they believe in and they obey the order of life and behavior in daily life. To get a clearer picture about the vision, mission, and values of Orang rimba can be seen as illustrated in the picture 1.1.
3. Conclusion
Based on the results of research and discussion of the main points of the research findings as noted above, it can be concluded the research as follows: first, the results showed that the external profile of education in terms of geographical location is relatively isolated and remote areas with a low level of accessibility led to the scarcity of information on governance and development received by Orang Rimba;
demographic aspects of population distribution is uneven because of the culture of itinerant melangun, from socio-economic aspects, the area as a residential area of Orang Rimba less developed or underdeveloped due to the low level of education and welfare, from the cultural aspects of the Orang Rimba still hold strong traditional values. Second, the results showed that the internal profile of educational management in the region organized through formal education by local governments, non-formal education by local governments and non-government organizations, and informal education through family education. The conditions existing of formal education has the following problems: (1) education is confounded with the property of outside community; (2) the teachers are lacking, (3) Orang Rimba’s children who attend formal education is still a lot of obstacles and drop;
(4) curriculum used has not been adapted to local cultural property; (5) means that there is not adequate infrastructure, (6) in the management of education there is no optimal coordination. Third, the results showed that the Orang Rimba view on education was receiving an education because they need to interact and transact primarily in the sale of forest products, while the Orang Rimba are refused education because they do not need it and are still considered taboo for Orang Rimba’s cultural customs. Fourth, the results showed that the role of the Orang Rimba related to education is still a role in informal education. While the empowerment role of Orang Rimba in terms of relating to the social, psychological, economic, and political are still low.
Fifth, the results showed that the level of
management strategies for Orang Rimba’s children, no planning, organizing, implementing, and evaluating a well-ordered by the local government, education office in particular. Conditions on the ground in the provision of education for Orang Rimba’s children is blended with the schools in the nearby villages. No educational management strategies that are specifically organized for Orang Rimba’s children. The forest service only provides stimulus education to Rimba’s children in nearby elementary school such as stationery assistance, school bags, school uniforms, and tuition assistance. Sixth, the results showed that the strategic factors that should be considered in efforts to empower Orang Rimba are: (1) the values of the local culture and Orang Rimba’s customs, (2) prior to the empowering of Orang Rimba must be empowered by men’s advance to help the acceleration process of children's empowerment, (3) the need for liaison and communication facilities and other transportation facilities are adequate for the purposes of access to the empowerment of Orang Rimba, (4) the economic aspects related to the livelihood of the Orang Rimba need to be taken into consideration because their livelihoods average still dependent nature such as hunting, farming, gardening and some have, (5) socio-cultural aspects that need to be taken into consideration is the education and health is still low. Seventh, the results showed that the positive impact of management education is a change in behavior, thinking, and attitudes in the direction of progress.
In the context of the Orang Rimba, it can be said that the Orang Rimba after getting education, they can develop themselves, to change attitudes and behavior in the community where they live and with people outside of Orang Rimba. While the negative impact of educational management is the socio-cultural changes that occur in children less comply with customs of Orang Rimba and that exist is taboos.
REFERENCES
Bogdan, R. C. & Biklen, S. K. (1982). Qualitative Research for Education: An Introduction to the Theory and Methods. Boston : Allyn and Bacon, Inc.
Barker, C. (2005). Cultural Studies : Teori dan Praktek (Penterjemah : Tim Kunci Cultural Studies Center dari Cultural Studies: Theory and Practice). Yogyakarta : Bentang.
Brunner, C.Cryss (1999). Sacred Dreams, Women and The Superintendency. New York : State University of New York Press.
Dongen, C.J. Van. (1986). Orang Kubu (Suku Kubu) di Onderafdeling Daerah Kubu dari Residensi Palembang. Kontrolir BB.
Hoy, Wayne K. and Miskel, Cecil. G. (2001).
Educational administration theory. New York : Random House Inc.
Grafinkel, Harold. (2010). Ethnomethodologys Approach. Sage Publication.
Marmoah, Sri. (2005). Pendidikan Keaksaraan dengan Pendekatan Bahasa Ibu dan Kultural Pada Orang Rimba di Provinsi Jambi. Jakarta : PNF, Depdiknas.
Sambangi, D. (2007). Education is the Foundation For Women’s Empowerment in India:
Prospects, Challenges, and Remedies. Tamil Nadu, India: Department of Social Work, Kodaikanal Christian College.
Ten Have, Paul. (2004). Understanding Qualitative Research and Ethnomethodology. Sage Publication.