90
IMPLEMENTATION OF ALTERNATIVE EDUCATION IN COMMUNITY GROUPS IN MAKASSAR CITY
Sofyan1*, Abd. Haling2, Ruslan3
1Departrment of Educational Technology, Faculty of Teacher and Educational Sciences, Universitas Kristen Indonesia Toraja, Jalan Nusantara Makale, Tana Toraja Sulawesi Selatan, Indonesia
Jl. A. P. Pettarani, Makassar, Indonesia
2Departrment of Educational Technology, Faculty of Educational Sciences, Universitas Negeri Makassar, Jl. A. P. Pettarani, Makassar, Indonesia
3Departrment of Electrical Engineering, Faculty of Engineering, Universitas Negeri Makassar, Jl. A. P. Pettarani, Makassar, Indonesia
*Email: [email protected]
Abstract
The problem in this research is the development of alternative education in Makassar City, which some community groups promote as an effort to develop the potential of formal school students and school dropouts with various backgrounds. This study aims to study the planning, implementation, usefulness, community response, and barriers to implementing alternative education promoted by the Community of Literacy Abstracts and Coastal Scholarly Skills in Tallo and Barang Caddi. The type of research used in this research is descriptive qualitative research. Subjects in the study were all parties related to the development of community-based alternative education, which became a place of research, including the founder and staff and community volunteers and recipients of the impact of implementing community-based alternative education both directly and indirectly and the object in this study were the Community Space Abstract Literacy and the Coastal Cendikia Coastal Community. Data collection techniques in this study used interviews, observation, documentation, and questionnaires. Data analysis techniques in this study were carried out with the steps of data collection, data reduction, data presentation, and conclusion. The results of this study indicate that:
planning for the implementation of alternative education promoted by the community is carried out simply by compiling a simple curriculum that is carried out flexibly without strict regulations and is felt to be quite beneficial to children and the environment where the implementation of alternative education, alternative education implementation activities get an excellent response by the community and are expected to be carried out sustainably, obstacles in the implementation of alternative education namely costs and human resources.
Keywords: Alternative Education, Community, Makassar City
Abstrak
Masalah dalam penelitian ini adalah berkembangnya pendidikan alternatif di Kota Makassar yang digalakkan oleh sejumlah kelompok komunitas sebagai salah satu upaya untuk mengembangkan potensi peserta didik sekolah formal maupun anak-anak putus sekolah dengan berbagai latar belakang. Tujuan dari penelitian ini adalah untuk melakukan kajian terhadap perencanaan, pelaksanaan, kebermanfaatan, respon masyarakat, dan hambatan pelaksanaan pendidikan alternatif yang digalakkan oleh Komunitas Ruang Abstrak Literasi dan Sikola Cendekian Pesisir di Kelurahan Tallo dan Kelurahan Barang Caddi. Jenis penelitian yang dipakai pada penelitian ini adalah penelitian kualitatif deskriptif. Subjek dalam penelitian adalah seluruh pihak yang berkaitan dengan perkembangan pendidikan alternatif berbasis komunitas yang menjadi tempat penelitian antara lain pendiri beserta staff maupun relawan komunitas dan penerima dampak pelaksanaan pendidikan alternatif berbasis komunitas baik secara langsung maupun tidak langsung dan objek dalam penelitian ini adalah Komunitas Ruang Abstrak Literasi dan Komunitas Sikola Cendikia Pesisir. Teknik pengumpulan data dalam penelitian ini dengan menggunakan wawancara, observasi, dokumentasi dan angket. Teknik analisis data dalam penelitian ini dilakukan dengan langkah pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukan bahwa: perencanaan pelaksanaan pendidikan alternatif yang digalakkan oleh komunitas dilakukan secara sederhana dengan melakukan penyusunan kurikulum secara sederhana yang dilaksanakan secara fleksibel tanpa peraturan secara ketat dan dirasakan cukup bermanfaat terhadap anak-anak dan lingkungan tempat pelaksanaan pendidikan alternatif kegiatan pelaksanaan pendidikan alternatif mendapat respon yang sangat baik oleh masyarakat dan diharapkan dapat dilaksanakan secara berkelanjutan, hambatan dalam pelaksanaan pendidikan alternatif yakni biaya dan sumber daya manusia.
Kata kunci: Pendidikan Alternatif, Komunitas, Kota Makassar
How to Cite: Sofyan, Haling A, and Ruslan (2022). Implementation Of Alternative Education In Community Groups In Makassar City. Indonesian Journal of Educational Technology, 01 (02), 90-102.
INTRODUCTION
Based on the initial survey conducted by researchers on February 3, 2018, the presence of an alternative educational experience with all its openness, such as its educational model or learning, alternative education is considered sufficient to attract students to explore more profound knowledge.
This can also be part of the ways, methods, and educational models for students to cover the rigid knowledge provided by the school environment. According to Ivan Illich, to give a clear picture of a good and liberating education system, it must have three very clear objectives, namely; first, education is freedom for every human being to get adequate learning resources at any time; second, education provides opportunities for anyone who wants to share knowledge with others easily and freely, as well as opportunities freely to anyone who wants to get it; third, there is a definite guarantee in the availability of public input regarding the education that will be carried out (Hanum, 2015; Illich, 2000;
Mu'ammar, 2016).
Based on Ivan Illich's explanation, the author can conclude that the alternative education model is a learning process that embraces freedom in giving and receiving knowledge without being bound by time and place so that students are recipients of knowledge and teachers are both givers and facilitators of knowledge in recognizing the environment ultimately. This can have implications because education is a knowledge transfer process that knows no boundaries in space and time.
Education is part of human nature that encourages the formation of wild thoughts but is measured in knowledge to keep moving in the process of real change.
The community-based alternative education model is a form of an education model applied by a community engaged in education to improve students' knowledge without being burdened with being limited to teaching materials, space, and time as learning resources. In addition, the alternative education model has become a social routine to criticize the current education system with all its rigidities.
In general, the community views education as very urgent for every citizen protected by the 1945 Constitution; paragraph one states every citizen has the right to education; paragraph two states every citizen is obliged to attend primary education, and the government is obliged to finance it (Tim, 2016). For this reason, schools as educational institutions should be open to everyone living in Indonesia who enters school age to get their right to education. However, schools cannot be as democratic as we would like them to be. Many schools, or almost all, still adhere to a convoluted system. It then forms a conscious routine carried out by groups of people to create communities in carrying out alternative education models as a forum for education and learning for everyone thirsty
for knowledge, even with all its limitations. Alternative education models are an essential part of the long journey of our education in Indonesia.
Thus, alternative education models promoted by various communities currently developing in Makassar City are a good place for learning in developing education in the future. Although until now, there has yet to be official data on the number of communities engaged in alternative education in South Sulawesi. However, this cannot be used as a basis not to make lovers of alternative education models not routinely preserve the culture of literacy and education. The Literacy Abstract Space and the Coastal Scholar School are two communities in Makassar City that often perform routine alternative education models. For this reason, the authors are interested in conducting a study on
"Implementation of Alternative Education in Community Groups in Makassar City."
1. Alternative
Education Alternative education is nothing new in the world of education. Alternative education has been implemented for a long time. If it examines the development of alternative education, the basis for its implementation rests on empowering students. It is emphasized by Miarso, who explains the notion of alternative education as "Alternative education is a generic term that includes large programs or ways of empowering students that are carried out differently from traditional ways (Kellmayer, 1995; Miarso, 2004; Miller, Fitch, & Marshall, 2003). ; Tobin & Sprague, 2000; Young, 1990).
Morley (Laudan Y. Aron, 2003) is a perspective, not a procedure or program, based on the belief that there are many ways to become educated and many types of environments and structures in which this can occur. That everyone can be educated and that it is in the public interest to ensure everyone is educated to the least. Not only that, but Laudan Y. Aron also emphasized that alternative education targets certain youth groups, especially those considered "at-risk." Targeting makes such education “alternative,” and the circumstances or needs of the target group drive the curriculum or approach.
Based on the previous explanation, alternative forms of education generally have three similarities: a more individual approach gives greater attention to students, parents/families, and educators and is developed based on interests and experience.
Meanwhile, Jerry Mintz (Miarso, 2004) defines alternative education in several categories, including the following:
2. Public choice schools (public choice) Preferred public
Schools are educational institutions with state fees or state schools that organise learning and learning programs that are different from regular programs or conventional but
follow standard rules. One of the differences is related to raw and instrumental input and process components. As for the output components, they generally follow the specified standard rules. At output signs, efforts are made to be equivalent to conventional signs. An example of a public school of choice, namely a magnet school, offers excellent sports and performing arts programs that can attract students interested or talented in these fields.
3. Schools or Public Educational Institutions for Students with Problems (students at risk)
Schools or public educational institutions for students with problems also take many forms. There is also a definition of "problem students," including the following:
1) Staying in class because they are slow to learn 2) Naughty or disturbing the environment
3) Married couples who are still in school, especially young mothers who cannot attend regular school because they have to take care of their children
4) Victims of drug or drinking abuse Hard
5) Victims of trauma in the family due to parental divorce, violence, or homelessness
6) Suffering from health, economic, ethnic, or cultural problems, including children from isolated tribes and homeless children
7) Drop out of school for various reasons
8) Never participated in previous education programs 9) Victims of disasters or riots, ethnic/political 4. Schools or Private Educational Institutions
Schools or private educational institutions have diverse types, forms, and programs.
Included in this category are educational institutions that provide programs characterized by religion, namely Islamic boarding schools or Sunday schools; educational institutions with programs characterized by functional skills, namely courses and internships; educational institutions with early childhood care or education programs, namely child care and playgroups, and self-help education. Community with special coaching programs for those with problems. These private schools or educational institutions are more flexible in managing and determining their programs than public education. Because, in general, they follow market developments or demand and do not have to account for their finances to the state treasury.
5. Education at home (home-based schooling)
Education at home that falls into this category is education organized if family members are still of school age. This provision regarding school age depends on the policy of the country concerned. This education is carried out by parents/families themselves with various considerations, such as protecting children from contamination with traditions or life philosophies contrary to family traditions, keeping children safe from harmful environmental influences, and saving children physically and mentally from groups. Their peers save on education costs, provide education following the development and growth of individual children, and various other reasons.
Paulo Freire (2000:51-52) explains that education is like a bank style. The bank style he meant would be a severe symptom in which the teacher would treat students as a storage place, such as a bank. This also directs us, readers, that students are just a repository of knowledge and knowledge that is not creative in this case; students are also considered people who have absolute stupidity. Of course, it is miserable because this is a fatal mistake. After all, it can be called the suppression of human consciousness. Students' space is limited only to receiving, recording, and storing. The concept of bank-style education positions the teacher as a problem-solving center that reflects the state of an oppressed society.
6. Community-Based Education
The emergence of various community-based education or, in other words, community- based education is no stranger to today's society. Education in the non-formal realm like this is growing with very open regulations, especially decentralizing regional autonomy.
Communities can freely express themselves to create and design, form, and carry out independent education management following the needs of their respective environments.
Indirectly, such activities are often considered routine to fight against education managed by the government. However, this kind of educational routine is a step taken to perfect what the government has done through formal education in schools and other educational institutions under the auspices of the government. Community-based education is one approach method that is considered a reforming agent to see education as a complex process and considers it a facilitator that can cause changes for the better. In Law (UU) number 20 of 2003, article 55 concerning community or community-based education as follows:
1) The community has the right to organize community-based education in formal and non- formal education following the local content of the local area, such as religion, culture, environment, customs, social, and culture for the benefit of society.
2) Community-based education providers can develop and implement curricula and evaluate education to management and funding following the provisions of national education standards.
3) Funding for community-based education can be sourced from the organizers, the community, government institutions, regional and central, or other sources that do not conflict with the applicable laws and regulations.
4) Community-based educational institutions can obtain technical assistance, subsidized funds, and other resources fairly and equitably from the government and regions.
5) Provisions regarding community participation, as referred to in paragraph one, paragraph two, paragraph three, and paragraph four, are further regulated by government regulations.
METHOD 11pt, bold, UPPERCASE
This type of research is descriptive qualitative research to provide an overview of the complete community-based education process, starting from the planning, implementation, and benefits. The research subjects are all parties related to the development of community- based alternative education where the research is conducted, including the founders and staff and community volunteers and beneficiaries of the establishment and implementation of community-based education either directly or indirectly. In contrast, the object of this research is the Literacy Abstract Space Community and the Coastal Sikola Cendikia Community. This research was carried out in 2 locations: Tallo Village, Tallo District, Makassar City, and Bone Tambu Island, Barang Caddi Village, Sangkarrang District, Makassar City, with an estimated study starting on August 17 to October 17, 2019.
Data collection techniques were carried out using various methods. Interviews, which are the primary data collection method used by the Literacy Abstract Space Community and the Coastal Cendekia Sikola Community to review the implementation planning, impacts, community responses, and benefits of alternative education; observation, which is used to see and learn about the situation and conditions that occur in the field related to the research to be conducted. Observations are carried out before the researcher decides on the research problem that will be focused on the research to be carried out; documentation is used to document all research activities to describe the situation and condition of the researcher in the research process carried out by the researcher, both when carrying out observations and interviews
with resource persons; the questionnaire is used as an effort to present supporting data on the results of interviews conducted by researchers.
The first step in the data analysis technique is to collect data. At this stage, the researcher describes the data obtained through interviews with informants and observations that have been carried out. Each data obtained will be divided into essential issues based on the research objectives determined by concepts, categories, and theories.
The second step is to reduce data to make selections and simplify, abstract, and transform the initial data obtained in field notes. This activity also includes providing an overview of the data that has been collected in full before then selecting a concept, category, or theme so that it can determine the data to be used and discarded, a summary pattern in the scattered parts, a developing story which as a whole is an analytical option. In other words, data reduction aims to sharpen, classify, direct, discard, and organize data to conclude.
The third step is to present the data to organize the data obtained in the data reduction process. The next step is drawing conclusions which is the final part of data analysis activities. For this reason, in making this conclusion, the researcher will conduct a structured analysis starting from data collection, data reduction, and data presentation to concluding.
Drawing this conclusion will also be a note for researchers to explain in simple, light, open, and skeptical language, to explicit ones accompanied by reasons.
RESULTS AND DISCUSSION
1. Planning, Implementation, and Benefit a. Literacy Abstract Space
Based on research conducted in Tallo Village, researchers found that alternative education activities carried out by the Literacy Abstract Space community for approximately three years positively impacted children and residents around Mangarabombang Village, Karabba Village. , and Gampacayya Village. There has been a significant change in children's learning achievement at school, marked by several children getting rankings. In addition, drawing activities usually carried out with the Literacy Abstract Room community also positively impact children's achievements outside of school. Especially for the residents and community of Tallo Village in the three villages feel grateful because supervision of their children has become more accessible. The alternative educational activities provided to children can motivate them to study more complex because they can increase knowledge
beyond the education obtained at school. In addition, the stigma and stereotypes against the life of the community and residents in Mangarabombang Village, which is harsh with free association and high levels of violence, are slowly decreasing. Although this still needs further research, the decrease in the number is a positive thing that residents and the community feel. Therefore, this finding follows the educational objectives contained in Law No. 20 of 2003 concerning the National Education System in Article 3 that education aims to educate the nation's life and develop Indonesian people, namely humans who believe and fear God Almighty and have a noble character, have knowledge and skills, physical and spiritual health, a strong personality, and are socially and nationally responsible. Moreover, alternative education implemented by the Literacy Abstract Space community is also in line with law number 20 of 2003 in article 13, paragraph one, that the education pathway consists of formal, non-formal, and informal education that can complement and enrich each other.
This finding can also illustrate that school education is insufficient for children to develop knowledge. Education obtained in the school environment must be developed in alternative education such as community, family, and community-based education. It is also a warning from Ivan Illich explaining that schools have set the mindset (Illich, 2000). By going to school, people will be considered more intelligent and have a higher degree of humanity because, in the school environment, students gain knowledge and a more robust understanding which is then assessed as a quality. However, implementing such a pattern makes it difficult for students to explain the difference between teaching and knowledge.
b. Sikola Cendekian Pesisir
Based on Bone Tambu Island research, researchers found that alternative education carried out by the Sikola Cendekian Pesisir community for one year had a reasonably positive impact. Especially for education, the activities carried out by the people of Bone Tambu Island are good enough to fill the learning time of children who lack teachers and exciting learning methods. It was marked by the enthusiasm of the Bone Tambu Island children to be diligent in going to school and participating in the learning carried out by the Sikola Cendekia Pesisir community, both in the classroom and in open spaces. Moreover, the formal education system implemented by schools makes children easily bored and bored quickly because the educational methods used are very rigid and less fun. Because of this, the method chosen by the Sikola Cendekia Pesisir community is felt to be beneficial based on the narrative from the community.
Moreover, elementary school teachers on Bone Tambu Island only come once a month, hampering the learning process. Therefore, the researcher assesses that the alternative educational activities carried out by the Sikola Cendekia Pesisir community are in line with the theory presented by Paulo Freire, which says that education is like a bank style, teachers teach, and students learn, teachers know everything and students do not know anything. The teacher thinks, and the students think. The teacher tells stories. The students listen to the story obediently, the teacher determines the rules, and the students obey the rules. The teacher chooses and imposes his choice, the teacher acts, and the students imagine themselves acting through the teacher's actions. The teacher chooses the material and content of the lesson. The students adapt to that lesson, the teacher mixes the authority of science and the power of his position to hinder students' freedom, the teacher is the subject in the learning process, and the student is just an object.
c. The Comparison of Findings
Literacy Abstract Space Communities and the Coastal Scholar Sikola, which became the object of this study, carried out alternative education at two different locations. The Literacy Abstract Space Community carried out activities in Tallo Village, Tallo District, Makassar City. In contrast, the Coastal Schola Scholar community carried out activities on Bone Tambu Island, Barrang Caddi Village, Sangkarrang District, and Makassar City. In practice, the two communities carry out alternative educational activities based on the curriculum community members have prepared as a form of planning that becomes a reference in implementing activities. However, in practice, the use of the curriculum depends on the situation and condition of the children who are objects to implementing alternative education. Therefore, the curriculum is only sometimes used as a standard in implementing alternative education by the community. The curriculum used is very different based on the findings of documents and interviews with the Literacy Abstract Space community members and Coastal Scholar School members. The curriculum intended by the Sikola Cendekia Pesisir community is only a general description of the series of activities that will be carried out.
When viewed in terms of the primary aims and objectives of the curriculum used in general at the level of education, the difference is very much. Although community members during the interview said that the Sikola Cendekia Pesisir community used the Education Unit Level Curriculum (KTSP), this needed to follow the data provided. Researchers will attach a curriculum from the Sikola Cendekian Pesisir community for more details.
Meanwhile, the curriculum used by the Literacy Abstract Space community has been studied based on the needs and conditions of the coastal communities in Tallo Village. It can be seen from the curriculum structure, starting from the objectives, learning principles, learning methods, and classifying children based on age. The compiled curriculum also explains learning materials, learning resources, learning media, and the appointment of study partners who act as teachers who will provide material to coastal children in Mangarabombang and Karabba Village. For more details, researchers will attach the curriculum in question.
Implementing alternative education for the Literacy Abstract Space community and the Coastal Scholar School is different. One of the most striking differences is the schedule for implementing learning and the location. The Literacy Abstract Space Community carries out scheduled alternative education activities twice a week, namely Saturday and Sunday, and permanently in Mangarabombang Village, Gampacayya Village, and Karabba Village. The media commonly used are storytelling, playing, traditional games, and films. In contrast to the Sikola Cendekia Pesisir community, which does not schedule alternative education every week. However, it is carried out every three months for one week and is carried out to move islands or not permanently. In addition, educational media use is minimal and straightforward because it is impossible to use electronic media such as television, radio, and films. After all, the electricity on Bone Tambu Island is minimal.
Generally, alternative education activities carried out by the Literacy Abstract Space, and Coastal Cendekia Sikola community received a positive response from the community and the benefits received directly by the community. Especially for education, the benefits of activities carried out by the Literacy Abstract Space community are more measurable. The impact can be received directly by children, such as changes in children's achievement in school and increasing children's interest in continuing education at the next level. Based on data found that some children who have been fostered since 2017 in Mangarabombang Village, six out of twelve children can compete and enter public schools at the Junior High School (SMP) level, and three out of twelve children can enter private schools at the SMP level. The rest drop out of school because of a lack of funds and choose to become laborers.
In addition, children's achievement in school has also changed, with several children who have won rankings in their respective classes who had never been ranked before. As for the Sikola Cendekia Pesisir community, it has yet to be maximally measured in education. It is because the data collected by community members need to be completed, and there needs to
be data on the number of children involved in alternative education. However, the benefits of community empowerment are quite measurable with the implementation of various empowerment programs such as waste management and youth organization on Bone Tambu Island. Moreover, the activities carried out directly involve the community.
Alternative education implemented by the Literacy Abstract Space and Coastal Cendekia Sikola community encountered some obstacles. The Literacy Abstract Space community is constrained by Human Resources (HR). Because since implementing alternative education in Tallo Village in 2017, this community has opened three activity places: Mangarabombang Village, Karabba Village, and Gampacayya Village. The opening of a place by the community is an initiative of members and requests from the community and the local Rukun Tetangga (RT) or Rukun Warga (RW) government. Meanwhile, the obstacles faced by the Sikola Cendekia Pesisir community were related to accommodation and transportation during the activity. It is felt by community members who mostly use personal funds to carry out activities. Especially for the expensive and cheap transportation to the island, which is the purpose of the activity, it also depends on the distance to be covered. The further the distance traveled, the more expensive the boat rental. Apart from other obstacles, such as cold weather, transportation costs also increased considerably.
CONCLUSION
Based on the discussion above, it can be concluded regarding the Planning, Implementation, and Benefits of Alternative Education as follows:
1. Literacy Abstract Space
Planning carried out by the community Abstract Space Literacy before activities still needs to be improved, especially in preparing exciting curriculum and learning methods for children not to easily bored. Moreover, alternative educational activities are carried out to develop a fun educational concept and are carried out continuously. In implementing alternative education, the curriculum compiled by the Literacy Abstract Space community is very flexible because the community wants to maintain the initial concept of fun learning.
Therefore, in implementing alternative education, many activities are carried out spontaneously and naturally without rules in the curriculum. Such as carrying out alternative education with the concept of playing with children. However, outside of the fundamental essence of implementing alternative education. It can be evidenced by the recognition of some
residents about changes in educational achievement in some children in school. In addition, achievements outside of school are also recognized by some residents. However, a significant change felt by the residents was to suppress the stereotype that Kampung Mangarabombang, Karabba, and Gampacayya were environments with high levels of violence.
2. Sikola Cendekia Pesisir
Planning for implementing alternative education for the Sikola Cendekia Pesisir community begins when surveying the island that will be the destination of the activity. At this stage, the Sikola Cendekian Pesisir community formed a radar team to survey the island and review all existing public facilities. Then, the radar team returned and gathered with other community members to discuss the situation and field conditions on the island to decide which island would be the place to carry out activities. After the decision has been made, the next step is to recruit volunteers who will depart, divided into four departure groups called batches 1 to batch 4. Specifically, the education division in the Sikola Cendekia Pesisir community they are tasked to compile a curriculum that will be implemented to target children who are still young in school. In practice, the curriculum sometimes needs to follow field conditions. One of the obstacles is the need for more time for the radar team to dig up information to be conveyed to the education division in preparing the curriculum. The compiled curriculum is not used but is more directed to program activities. As for the benefits, in general, they feel the benefits of the activities carried out by the Sikola Cendekia Pesisir community. Residents are very enthusiastic about various sports activities and waste management activities. Especially for education, most parents have yet to feel the impact of these activities, especially children.
BIBLIOGRAPHY
Hanum, F. (2015). Model Penyelenggaraan Pendidikan Sekolah Islam Terpadu (Studi Kasus Di Sdit Al-Biruni Makassar). Dialog, 38(2), 177–188.
Illich, I. (2000). Bebaskan masyarakat dari belenggu sekolah. Yayasan Obor Indonesia.
Kellmayer, J. (1995). How To Establish an Alternative School. ERIC.
Miarso, Y. (2004). Menyemai benih teknologi pendidikan. Kencana.
Miller, C. A., Fitch, T., & Marshall, J. L. (2003). Locus Of Control And At-Risk Youth:
A Comparison Of Regular Education High School Students And Students In Alternative Schools. Education, 123(3).
Mu’ammar, M. A. (2016). Gagasan Ivan Illich Tentang Pendidikan (Telaah dari Sudut Pandang Islam). Islamuna: Jurnal Studi Islam, 3(1), 56–76.
Tim, B. I. P. (2016). Undang-undang dasar negara republik Indonesia tahun 1945. Bhuana Ilmu Populer.
Tobin, T., & Sprague, J. (2000). Alternative education strategies: Reducing violence in school and the community. Journal of Emotional and Behavioral Disorders, 8(3), 177–
186.
Young, T. W. (1990). Public alternative education: Options and choice for today’s schools.
Y. Aron, Laudan. (2003). Towards A Typology Of Alternative Education Programs: A Compilation Of Elements From The Literature.
Teachers College Press, Teachers College, Columbia University New York, NY.
Paulo Freire, Pendidikan Kaum Tertindas, Terj. Utomo Dananjaya, dkk, (Jakarta: LP3ES, 2000), hal. 51-52.
