Membangun Karakter Wirausaha Melalui Pendidikan Berbasis Nilai dalam Program Pendidikan Non Formal

posted by Iis Prasetyo 30th, 2009

Abstrak

Tulisan ini dilatar belakangi oleh kondisi pendidikan khususnya program pendidikan non formal yang terjadi di masyarakat sebagai upaya untuk menanggulangi masalah pengangguran. Saat ini program pendidikan tidak memperhatikan transformasi nilai dalam pelaksanaannya. Pengabaian terhadap eksistensi nilai ini menyebabkan program menjadi tidak efektif, program tidak memberikan dampak apapun terhadap warga belajar. Hakekat pendidikan sebenarnya sebagai alat untuk menginternalisasikan nilai-nilai kurang terfasilitasi dengan baik, bahkan semakin lama nilai-nilai pendidikan semakin termarjinalkan oleh berbagai alasan. Lebih jauh lagi, praktik pendidikan hanya memandang manusia sebagai instrumen fisik untuk mempertahankan ideologi yang saat ini dianut oleh dunia barat yaitu kapitalisme.

Terkait dengan karakter wirausaha, nilai-nilai yang perlu ditransformasikan dalam pendidikan khususnya pendidikan non formal antara lain: kejujuran, kedisiplinan, Nilai-nilai yang ditransformasikan tersebut dalam rangka mempertahankan, mengembangkan, bahkan kalau perlu mengubah kebudayaan yang dimiliki masyarakat. Untuk mengimplementasikannya, pendidikan berbasis nilai harus memperhatikan unsur atau patokan program pendidikan, mulai komponen input, proses maupun output yang terdiri dari 10 unsur.

Keyword: pendidikan non formal, nilai pendidikan, kewirausahaan,

Pendahuluan

Saat ini pengangguran adalah masalah yang cukup serius terjadi di Indonesia, kondisi ini diperparah dengan terjadinya pemutusan hubungan kerja dari beberapa industri besar karena terpengaruh oleh krisis global yang melanda beberapa waktu lalu, sehingga jumlah pengangguran semakin bertambah. Pengangguran adalah merupakan masalah yang komplek, disamping sebagai akibat pengangguran juga merupakan sebab dari masalah lainnya seperti tindak kriminal, kemiskinan, kemerosotan tingkat kesehatan, rendahnya tingkat pendidikan dan lain sebagainya, sehingga upaya untuk mengatasi masalah ini juga harus multi disiplin dan multi pendekatan.

Upaya pemerintah untuk menanggulangi angka pengangguran dapat dikatakan cukup banyak, berbagai upaya telah dilakukan bahkan hampir setiap departemen memiliki program khusus untuk menanggulangi masalah pengangguran ini, salah satunya adalah melalui Departemen Pendidikan Nasional melalui Direktorat Jenderal Pendidikan Non Formal dan Informal (PNFI). Saat ini Direktorat Pendidikan Non Formal dan Informal gencar melaksanakan program pendidikan kesetaraan dasar dan lanjutan yang terintegrasi dengan pendidikan kecakapan hidup, program tersebut diantaranya adalah program Kewirausahaan Usaha Mandiri untuk Keaksaraan Fungsional, program Kewirausahaan Desa dan Kewirausahaan Perkotaan untuk Kejar paket B dan C dan lain sebagainya. Tujuannya adalah agar warga belajar disamping mendapatkan ijazah pendidikan yang setara dengan pendidikan formal baik untuk tingkat SD, SLTP maupun SLTA, namun juga mendapatkan dukungan keterampilan yang diharapkan dapat dijadikan bekal bagi peserta didik di masyarakat setelah mereka menyelesaikan program pendidikan tersebut.

Program-program ini disamping melibatkan lembaga pemerintah seperti P2PNFI, BPKB, SKB namun juga melibatkan yayasan yang  bergerak dalam bidang pendidikan masyarakat sebagai pelaksana program. Namun dalam kenyataannya program-program tersebut dilaksanakan hanya sebatas pada proyek semata, sehingga tidak ada keberlanjutan setelah proyek pemerintah berhenti. Dari beberapa kasus yang berhasil ditemui di lapangan terkait dengan pelaksanaan program PNF tersebut, tidak sedikit lembaga penyelenggara yang melaksanakan program kecakapan hidup atau kewirausahaan tanpa melalui pembekalan pendidikan terlebih dahulu dan cenderung berorientasi praktis, yang kemudian berdampak pada kemandekan dalam keberlanjutan program.

Dalam kasus lain juga ditemui yayasan yang cukup bertanggung jawab dengan memberikan pembekalan pendidikan kewirausahaan dan materi yang berhubungan dengan bidang kecakapan hidup yang akan dilaksanakan sebelum praktik di lapangan. Hasilnya cukup berbeda, pada kasus pertama program sama sekali tidak memiliki dampak apapun terhadap masyarakat, namun pada kasus yang kedua, masyarakat dapat merasakan manfaat terutama dalam keterampilan yang diajarkan meskipun masih ada permasalahan terkiat dengan pemasaran produk.

Program pendidikan khususnya untuk masyarakat yang saat ini dilaksanakan hanya berorientasi pada penguatan materi kognitif pengetahuan, sementara nilai-nilai yang terkait dengan jiwa kewirausahaan kurang mendapatkan sentuhan, meskipun ada tapi masih sangat terbatas. Baik di sadari atau tidak, pendidikan saat ini seringkali mengabaikan nilai-nilai terutama nilai keagamaan, bahkan cenderung dilupakan dan bahkan lambat laun semakin termarjinalkan dengan berbagai alasan. Padahal nilai-nilai spiritualitas merupakan puncak kesadaran tertinggi dari kehidupan manusia. Lebih jauh lagi, praktik pendidikan hanya memandang manusia sebagai instrumen fisik untuk mempertahankan ideologi yang saat ini dianut oleh dunia barat yaitu kapitalisme.

Hal di atas tentu bertentangan dengan esensi pendidikan yang dikemukakan oleh Jonh Dewey yang menyebutkan bahwa: “Anak didik tidak hanya disiapkan agar siap bekerja, tapi juga bisa menjalani hidupnya secara nyata sampai mati. Anak didik haruslah berpikir dan pikirannya itu dapat berfungsi dalam hidup sehari-hari. Kebenaran adalah gagasan yang harus dapat berfungsi nyata dalam pengalaman praktis.” John Dewey (1859 – 1952) dalam (Syohih, 2008).

Kelemahan lain yang masih terasa dalam beberapa program pendidikan kecakapan hidup yang terjadi saat ini adalah pengelolaan lingkungan yang kurang baik. Hakekat pendidikan sebenarnya sebagai alat untuk menginternalisasikan nilai-nilai kurang terfasilitasi dengan baik, terutama dalam program pendidikan non formal. Instrumental input maupun enviornmental input pendidikan dalam program PNF kurang mendapat perhatian sebagai bagian yang penting dalam iklim pembelajaran. Jarang sekali ditemui media yang dapat memperkuat internalisasi nilai, seperti contoh tidak ada satupun slogan yang dipasang dalam ruang belajar yang berisi penguatan nilai seperti: “kejujuran adalah kunci kesuksesan” atau yang lainnya. Disamping itu penyelenggara juga tidak memberikan tauladan sebagai hidden curriculum yang mampu mempekuat internalisasi nilai-nilai tersebut, antara lain menyelenggarakan program tidak sesuai dengan pedoman, manipulasi data kegiatan, dan penyimpangan-penyimpangan lainnya yang menyebabkan tujuan program itu sendiri tidak dapat terlaksana karena kelalaian pengelola program.

Tidak kalah penting adalah peran fasilitator dan tutor sebagai orang yang berhadapan langsung dengan peserta didik, dimana tutor dan fasilitator tidak dipersiapkan untuk mendidik dan membelajarkan peserta didik dengan nilai-nilai keagamaan maupun nilai-nilai pendidikan lainnya yang justru merupakan modal utama dari program pendidikan kecakapan hidup. Pertimbangan menjadi tutor lebih kepada kemampuan seseorang dalam memahami dan menguasai suatu materi tertentu, tanpa dipertimbangkan mengenai bagaimana seharusnya tutor disamping menyampaikan materi juga mampu menyisipkan nilai-nilai kewirausahaan berdasar keagamaan agar peserta didik dapat menjiwai apa yang mereka lakukan sebagai bagian dari ibadah dan pengabdian terhadap Tuhan.

Pendidikan dan Nilai

Secara historis, pendidikan dalam arti luas telah mulai dilaksanakan sejak manusia berada di muka bumi ini. George F. Kneller menyebutkan bahwa pendidikan dapat dipandang dalam arti luas dan dalam arti teknis, atau dalam arti hasil dan dalam arti proses. Dalam artinya yang luas pendidikan menunjuk pada suatu tindakan atau pengalaman yang mempunyai pengaruh yang berhubungan dengan pertumbuhan atau perkembangan jiwa (mind), watak (character), atau kemampuan fisik (physical ability) individu. Pendidikan dalam artian ini berlangsung terus (seumur hidup). Kita sesungguhnya belajar dari pengalaman seluruh kehidupan kita (Kneller, 1967:63 dalam Siswoyo, 2007:18). Dalam arti teknis, pendidikan adalah proses dimana masyarakat, melalui lembaga-lembangan pendidikan (sekolah), dengan sengaja mentransformasikan warisan budayanya, yaitu pengetahuan, nilai-nilai dan keterampilan-keterampilan dari generasi ke generasi (Siswoyo, 2007:19).

Menurut Ki Hadjar Dewantara, yang dimaksud dengan pendidikan yaitu tuntunan di dalam hidup tumbuhnya anak-anak. Adapun maksudnya pendidikan yaitu, menuntut segala kekuatan kodrat yang ada pada anak-anak itu, agar mereka sebagai manusia dan sebagai anggota masyarakat dapatlah mencapai keselamatan dan kebahagiaan yang setinggi-tingginya (Siswoyo, 2007:20). Sedangkan menurut Driyarkara, intisari atau eidos dan pendidikan ialah pemanusiaan manusia-muda. Pengangkatan manusia muda ke taraf insani, itulah yang menjelma dalam semua perbuatan mendidik, yang jumlah dan macamnya tak terhitung (Siswoyo,2007:20).

Selanjutnya menurut UU No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional, pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara (UU No. 20 Tahun 2003).

Dari uraian pengertian pendidikan seperti yang tercantum dalam Undang-Undang No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional secara implisit terkandung nilai-nilai pendidikan bagi individu, masyarakat dan bangsa. Adapun nilai-nilai tersebut antara lain:

  1. Membentuk pribadi yang beriman dan bertaqwa kepada Tuhan Yang Maha Esa, memiliki kepercayaan diri, disiplin dan tanggung jawab, mampu mengungkapkan dirinya melalui media yang ada, mampu melakukan hubungan manusiawi, dan menjadi warga negara yang baik.
  2. Membentuk tenaga pembangunan yang ahli dan terampil serta dapat meningkatkan produktivitas, kualitas, dan efisiensi kerja.
  3. Melestarikan nilai-nilai yang dijunjung tinggi oleh masyarakat, bangsa dan negara.
  4. Mengembangkan nilai-nilai baru yang dipandang serasi oleh masyarakat dalam menghadapi tantangan ilmu, teknologi dan dunia modern.
  5. Merupakan jembatan masa lampau kini dan masa depan.

Secara garis besar, nilai dibagi kedalam dua kelompok yaitu nilai-nilai nurani (values of being) dan nilai-nilai memberi (values of giving). Nilai-nilai nurani adalah nilai yang ada dalam diri manusia kemudian berkembang menjadi perilaku serta cara kita memperlakukan orang lain. Yang termasuk dalam nilai-nilai nurani adalah kejujuran, keberanian, cinta damai, keandalan diri, potensi, disiplin, tahu batas, kemurnian, dan kesesuaian. Nilai-nilai memberi adalah nilai yang perlu dipraktikkan atau diberikan yang kemudian akan diterima sebanyak yang diberikan. Yang termasuk pada kelompok nilai-nilai memberi adalah setia, dapat dipercaya, hormat, cinta, kasih sayang, peka, tidak egois, baik hati, ramah, adil dan murah hati (Linda, 1995 dalam Kneller, 1971 dalam Elmubarok, 2008:7).

Nilai ada dimana-mana dalam pendidikan; ada dalam setiap aspek praktik persekolahan; nilai adalah dasar dari seluruh materi pilihan dan pembuatan keputusan. Dengan menggunakan nilai, guru mengevaluasi siswa dan siswa mengevaluasi guru. Masyarakat mengevaluasi mata pelajaran, program sekolah, dan kompetensi pengajaran; dan masyarakat itu sendiri dievaluasi oleh pendidik.

Pendidikan mengandung suatu pengertian yang luas, menyangkut seluruh aspek kepribadian manusia termasuk hati nurani, nilai- nilai, perasaan, pengetahuan dan keterampilan. Sehingga dengan pendidikan manusia berusaha untuk meningkatkan, mengembangkan, serta memperbaiki nilai-nilai dalam kehidupannya.

Pendidikan mencakup kegiatan mendidik, mengajar, dan melatih. Dalam kegiatan tersebut terjadi usaha untuk mentransformasikan nilai-nilai dalam kehidupan manusia. Nilai tersebut antara lain nilai- nilai religi, kebudayaan, sains dan teknologi, seni, dan keterampilan. Nilai-nilai tersebut dapat mempertahankan, mengembangkan bahkan merubah kebudayaan yang dimilikki masyarakat. Disini akan berlangsung pendidikan dalam kehidupan manusia.

Nilai sendiri berarti sifat-sifat (hal-hal) yang penting atau berguna bagi kemanusiaan (purwadarminta, 1999:677). Maksudnya kualitas yang memang membangkitkan respon penghargaan (Titus, 1993:112). Nilai itu praktis dan efektif dalam jiwa dan tindakan manusia dan melembaga secara obyektif di dalam masyarakat (Muhaimin dan Mujib, 1993: 110).

Filsafat tentang Nilai dalam Pendidikan

1. Nilai Menurut Filsafat Pendidikan Idealisme

Menurut pandangan idealisme, nilai itu absolut. Apa yang dikatakan baik, benar, salah, cantik, atau tidak cantik, secara fundamental tidak berubah dari generasi ke generasi. Pada hakikatnya nilai itu tetap. Nilai tidak diciptakan manusia, melainkan merupakan bagian dari alam semesta.

Plato mengemukakan bahwa kehidupan yang baik hanya mungkin terjadi dalam masyarakat yang baik dan ideal yang diperintah oleh “the Philopher Kings”, yaitu kaum intelektual, para ilmuwan atau cendekiawan (Kneller, 1971:33). Dia juga mengemukakan bahwa jika manusia tahu apa yang dikatakannya sebagai hidup baik, mereka tidak akan berbuat hal-hal yang bertentangan dengan moral. Kejahatan terjadi karena orang tidak tahu bahwa perbuatan tersebut jahat. Jika seseorang menemukan sesuatu yang benar, maka orang tersebut akan berbuat salah. Namun yang menjadi masalah adalah bagaimana hal itu dapat dilakukan jika manusia memiliki pandangan yang sangat berbeda dalam pikirannya tentang hidup yang baik (Sadulloh, 2007:99).

2. Nilai Menurut Filsafat Pendidikan Realisme

Penganut aliran realisme sependapat dengan penganut idealis bahwa nilai yang mendasar adalah pada dasarnya permanen, tapi mereka berbeda diantara mereka sendiri dan alasan mereka. Realis klasik sependapat dengan Aristoteles bahwa ada undang-undang moral universal, tersedia untuk berbagai alasan dan mengikat pada seluruh rasional manusia.

Realist sepakat bahwa guru harus menjadi bagian dalam merumuskan nilai-nilai tertentu. Moral dasar dan standar keindahan yang diajarkan pada siswa yang tidak berdampak pada isu terkini. Anak-anak harus memahami secara jelas mengenai sifat dasar kebenaran dan salah, memberikan perhatian pada tujuan yang baik dan indah berdasarkan pada perubahan moral dan keindahan mode.

3. Nilai Menurut Filsafat Pendidikan Pragmatisme

Menurut aliran Pragmatis, nilai adalah relatif. Etika dan moral tidaklah permanen tapi selalu berubah seperti halnya budaya dan perubahan masyarakat. Hal ini bukanlah untuk mengklaim bahwa nilai moral harus berfluktuasi dari waktu ke waktu.

4. Nilai Menurut Filsafat Pendidikan Eksistensialisme

Pemahaman eksistensialisme terhadap nilai, menekankan kebebasan dalam tindakan. Kebebasan bukan tujuan atau suatu cita-cita dalam dirinya sendiri, melainkan merupakan suatu potensi untuk suatu tindakan. Manusia memiliki kebebasan untuk memilih, namun menentukan pilihan-pilihan di antara pilihan-pilihan yang terbaik adalah yang paling sukar. Berbuat akan menghasilkan akibat, dimana seseorang harus menerima akibat-akibat tersebut sebagai pilihannya. Kebebasan tidak pernah selelsai, karena setiap akibat akan melahirkan kebutuhan untuk pilihan berikutnya. Tindakan moral mungkin dilakukan untuk moral itu sendiri, dan mungkin juga untuk suatu tujuan. Seseorang harus berkemampuan untuk menciptakan tujuannya sendiri. Apabila seseorang mengambil tujuan kelompok atau masyarakat, maka ia harus menjadikan tujuan-tujuan tersebut sebagai miliknya, sebagai tujuannya sendiri, yang harus ia capai dalam setiap situasi. Jadi, tujuan diperoleh dalam situasi.

Kewirausahaan

1. Pengertian kewirausahaan

Kewirausahaan pada hakekatnya adalah sifat, ciri dan watak seseorang yang memiliki kemauan dalam mewujudkan gagasan inovatif ke dalam dunia nyata secara kreatif (Suryana, 2000). Istilah kewirausahaan  berasal dari  terjemahan “Entrepreneurship”, dapat diartikan sebagai “the backbone of economy”, yang adalah syaraf pusat perekonomian  atau pengendali perekonomian suatu bangsa (Soeharto Wirakusumo, 1997:1). Secara epistimologi, kewirausahaan merupakan suatu nilai yang diperlukan  untuk memulai suatu usaha atau suatu proses dalam mengerjakan sesuatu yang baru dan berbeda. Menurut Thomas W Zimmerer, kewirausahaan merupakan penerapan kreativitas dan keinovasian untuk memecahkan permasalahan dan upaya untuk memanfaatkan peluang yang dihadapi sehari-hari. Kewirausahaan merupakan gabungan dari kreativitas, keinovasian dan keberanian menghadapi resiko yang dilakukan dengan cara kerja keras untuk membentuk dan memelihara usaha baru.

Dari beberapa pengertian di atas, dapat disimpulkan bahwa kewirausahaan adalah suatu kemampuan dalam berpikir kreatif dan berperilaku inovatif yang dijadikan dasar, sumber daya, tenaga penggerak, tujuan siasat, kiat dan proses dalam menghadapi tantangan hidup.

2. Perkembangan Kewirausahaan

Dahulu ada pendapat bahwa kewirausahaan merupakan bakat bawaan sejak lahir, bahwa entrepreneurship are born not made, sehingga kewirausahaan dipandang bukan hal yang penting untuk dipelajari dan diajarkan. Namun dalam perkembangannya, nyata bahwa kewirausahaan ternyata bukan hanya bakat bawaan sejak lahir, atau bersifat praktek lapangan saja. Kewirausahaan merupakan suatu disiplin ilmu yang perlu dipelajari. Kemampuan seseorang dalam berwirausaha, dapat dimatangkan melalui proses pendidikan.  Seseorang yang menjadi wirausahawan adalah  mereka yang mengenal potensi dirinya dan belajar mengembangkan potensinya untuk menangkap peluang serta mengorganisir usahanya dalam mewujudkan cita-citanya.

Dan menurut Suryana, sejalan dengan tuntutan perubahan yang cepat pada paradigma pertumbuhan yang wajar dan perubahan ke arah globalisasi yang menuntut adanya keunggulan, pemerataan, dan persaingan, maka dewasa ini terjadi perubahan paradigma pendidikan. Pendidikan kewirausahaan telah diajarkan sebagai suatu disiplin ilmu tersendiri yang independen, yang  menurut Soeharto Prawirokusumo adalah dikarenakan oleh:

  1. Kewirausahaan berisi “body of knowledge” yang utuh dan nyata (distinctive), yaitu ada teori, konsep, dan metode ilmiah yang lengkap.
  2. b. Kewirausahaan memiliki dua konsep, yaitu posisi “venture start up” dan “venture growth”. Hal ini jelas tidak masuk dalam “frame work general management courses” yang memisahkan antara “management” dengan “business ownership”.
  3. Kewirausahaan merupakan disiplin ilmu yang memiliki objek tersendiri, yaitu kemampuan untuk menciptakan sesuatu yang baru dan berbeda
  4. Kewirausahaan merupakan alat untuk menciptakan pemerataan berusaha dan pemerataan  pendapatan atau kesejahteraan rakyat yang adil  dan makmur.

Seperti halnya ilmu manajemen yang pada awalnya berkembang pada lapangan industri, kemudian berkembang dan diterapkan di berbagai lapangan lainnya, maka disiplin ilmu kewirausahaan dalam perkembangannya mengalami evolusi yang pesat, yaitu berkembang bukan pada dunia usaha semata, tetapi juga pada berbagai bidang, seperti bidang industri, perdagangan, pendidikan, kesehatan dan institusi-institusi lainnya.

Dengan memiliki jiwa/corak kewirausahaan, maka birokrasi dan institusi akan memiliki motivasi, optimisme dan berlomba untuk menciptakan cara-cara baru yang lebih efisien, efektif, inovatif, fleksibel, dan adaptif.

Pendidikan Berbasis Nilai

Kehidupan manusia tidak terlepas dari nilai dan nilai itu selanjutnya diinstitusikan. Institusional nilai yang terbaik adalah melalui upaya pendidikan. Pandangan Freeman But dalam bukunya Cultural History Of Western Education yang dikutip Muhaimin dan Abdul Mujib menyatakan bahwa hakikat pendidikan adalah proses transformasi dan internalisasi nilai. Proses pembiasaan terhadap nilai, proses rekonstruksi nilai serta proses penyesuaian terhadap nilai (Muhaimin & Mujib, 1993).

Nilai-nilai yang akan ditransformasikan dalam pendidikan mencakup nilai-nilai religi, nilai-nilai kebudayaan, nilai-nilai sains dan teknologi, nilai-nilai seni, dan nilai keterampilan. Terkait dengan karakter wirausaha, nilai-nilai yang perlu ditransformasikan dalam pendidikan khususnya pendidikan non formal antara lain: kejujuran, kedisiplinan, Nilai-nilai yang ditransformasikan tersebut dalam rangka mempertahankan, mengembangkan, bahkan kalau perlu mengubah kebudayaan yang dimiliki masyarakat. Maka, disinilah pendidikan akan berlangsung dalam kehidupan.

Agar proses transformasi tersebut berjalan lancar, ada beberapa syarat yang harus dipenuhi dalam melaksanakan proses pendidikan, antara lain seperti dikemukakan oleh Sadulloh (2007):

  1. Adanya hubungan edukatif yang baik antara pendidik dan terdidik. Hubungan edukatif ini dapat diartikan sebagai suatu hubungan yang diliputi kasih sayang, sehingga terjadi hubungan yang didasarkan atas kewibawaan. Hubungan yang terjadi antara pendidik dan peserta didik merupakan hubungan antara subyek dan subyek.
  2. Adanya metode pendidikan yang sesuai. Sesuai dengan kemampuan pendidik, materi, kondisi peserta didik, tujuan yang akan dicapai, dan kondisi lingkungan di mana pendidikan tersebut berlangsung.
  3. Adanya sarana dan perlengkapan pendidikan yang sesuai dengan kebutuhuan. Sarana tersebut harus didasarkan atas pengabdian pada peserta didik, harus sesuai dengan stiap nilai yang ditransformasikan.

Adanya suasana yang memadai, sehingga proses transformasi nilai-nilai tersebut berjalan wajar, serta dalam suasana yang menyenangkan (Sadulloh, 2007:58).

Adapun beberapa nilai kewirausahaan yang perlu mendapat perhatian dalam program pendidikan non formal antara lain: kejujuran, keberanian, cinta damai, keandalan diri, potensi, disiplin, tahu batas, kemurnian, kesesuaian, setia, dapat dipercaya, hormat, cinta, kasih sayang, peka, tidak egois, baik hati, ramah, adil dan murah hati.

Implementasi Pendidikan Berbasis Nilai dalam Program Pendidikan Non Formal

Sebenarnya tidak ada makna pendidikan yang bebas nilai, setiap kegiatan pendidikan haruslah bermuatan transformasi nilai untuk peserta didik sebagai subjek dari pendidikan itu sendiri. Namun menyikapi permasalahan pendidikan yang banyak terjadi saat ini istilah pendidikan berbasis nilai sepertinya layak untuk kedepankan mengingat pendidikan saat ini lebih banyak mengarah pada pengajaran, berfungsi sebagai lembaga transformasi pengetahuan dan keterampilan bagi warga belajar dengan mengesampingkan eksistensi nilai yang seharusnya menjadi landasan awal pendidikan itu sendiri.

Tanpa dilandasi nilai, sebuah upaya pendidikan yang terselubung dalam kegiatan pengajaran akan menjadi bumerang bagi pendidikan itu sendiri. Dengan netralitas yang disandang oleh ilmu pengetahuan dan teknologi menyebabkan dampak pembelajaran di masyarakat bisa menjadi apa saja, baik positif maupun negatif tergantung dari orang yang telah mempelajari ilmu pengetahuan tersebut. Tanpa dilandasi nilai hasil pengajaran menjadi tidak bermanfaat untuk semua orang, melainkan hanya untuk segelintir orang yang berhasil menyelesaikan program pengajaran yang telah dirancang sebelumnya. Oleh sebab itu penekanan terhadap nilai terutama dalam program pendidikan non formal harus menjadi prioritas,  mengingat hasil pendidikan akan langsung diimplementasikan oleh warga belajar di masyarakat.

Untuk mengimplementasikan pendidikan berbasis nilai dalam program pendidikan non formal, perlu diperhatikan unsur / patokan yang selalu ada dalam setiap kegiatan pendidikan non formal seperti diungkapkan oleh Sihombing, antara lain: warga belajar, sumber belajar, pamong belajar, sarana belajar, tempat belajar, dana belajar, ragi belajar, kelompok belajar, program belajar, hasil belajar. Setiap unsur tersebut harus dirancang sedemikian rupa agar trasnformasi nilai dapat berjalan dengan baik, disamping transformasi materi program pendidikan. Artinya hasil pelatihan tidak hanya berorientasi pada penguasaan materi, namun juga pada penguasaan dan penghayatan nilai-nilai kewirausahaan itu sendiri.

Warga belajar; dalam program pendidikan non formal, warga belajar terlibat secara aktif dalam menentukan kegiatan pendidikan yang dilaksanakan. Terkait dengan kewirausahaan, maka warga belajar adalah orang dewasa yang menganggur atau putus sekolah yang memerlukan keterampilan untuk menunjang kehidupannya melalui kegiatan wirausaha. Warga belajar harus dirorong untuk benar-benar mau berwirausaha, hasil pembelajaran harus mendidik warga belajar untuk mandiri, tidak sekedar terampil untuk bekerja pada orang lain.

Sumber belajar; sumber belajar adalah anggota masyarakat yang memiliki kelebihan dalam bidang pengetahuan maupun keterampilan tertentu. Dalam pendidikan berbasis nilai, rekrutmen sumber belajar mempertimbangkan tidak saja pengetahuan atau keterampilan yang dimiliki, melainkan sikap dan perilakunya di masyarakat, apakah dapat dijadikan figur tauladan masyarakat atau tidak, agar transformasi nilai tidak hanya berlangsung ketika kegiatan pembelajaran terjadi, namun ketika di masyarakat sosok sumber belajar dapat dijadikan contoh bagi warga belajar. Disamping itu sumber belajar juga harus memiliki kemampuan dalam praktik pembelajaran khususnya pembelajaran orang dewasa agar proses pembelajaran berjalan lebih demokratis.

Pamong belajar; adalah tokoh masyarakat yang mampu dan mau membina, membimbing, mengarahkan dan mengorganiser program pembelajaran masyarakat disekitarnya (Sihombing : 2001). Pamong belajar memiliki fungsi yang cukup banyak terkait dengan penyelenggaraan program, khususnya pendidikan non formal yang berbasis nilai. Pamong belajar harus dapat memastikan bahwa proses pembelajaran penuh dengan nuansa transfer of value, membimbing warga belajar ataupun sumber belajar dan meyakinkan warga belajar mengenai nilai-nilai yang ditransformasikan oleh sumber belajar. Pamong belajar dapat pula seorang tokoh agama di masyarakat, sehingga nilai-nilai yang ada dalam proses pembelajaran juga dapat di tindak lanjuti dalam kegiatan keagamaan di masyarakat, misalnya dalam pengajian rutin atau saat khutbah. Proses berkelanjutan ini akan menghasilkan keterpaduan antara kegiatan di tempat belajar dengan di masyarakat, sehingga internalisasi nilai-nilai dapat berlangsung terus menerus.

Sarana belajar; adalah merupakan bahan atau alat yang ada di lingkungan masyarakat yang dapat dimanfaatkan untuk kepentingan pembelajaran, dalam pendidikan berbasis nilai, alat-alat yang dipergunakan dalam kegiatan pembelajaran harus dapat menunjang transfer nilai pada warga belajar. Sarana belajar dirancang dan dibuat sedemikian rupa sehingga dapat menggambarkan nilai-nilai yang harus dimiliki oleh warga belajar. Sarana tersebut dapat berupa gambar-gambar atau slogan-slogan berbentuk tulisan yang merujuk pada nilai yang dituju, atau dapat juga berupa media audio visual seperti video atau film pendek yang menggambarkan eksistensi nilai di masyarakat dan dampaknya terhadap wirausaha yang dilakukan. Film dokumenter biografi pengusaha sukses juga dimungkinkan, terutama pengusaha-pengusaha yang menjunjung tinggi nilai-nilai dalam usahanya.

Tempat belajar; tempat dimana dimungkinkan terjadi proses pembelajaran, dapat berwujud rumah, tempat pertemuan, tempat ibadah, balai desa, atau bangunan yang tidak digunakan lagi namun masih memungkinkan digunakan (Sihombing : 2001). Tempat belajar juga sangat menunjang efektivitas dari proses pembelajaran berbasis nilai. Ruang belajar di desain sedemikian rupa agar kegiatan belajar berlangsung dengan tertib dan demokratis, kental dengan nuansa nilai-nilai yang akan di transformasikan.

Dana belajar; dana adalah faktor penting namun bukan yang utama, konsep ini juga berlaku tidak hanya bagi warga belajar, namun bagi program itu sendiri, pelaksanaan kegiatan pendidikan yang tidak mengedepankan dana sebagai faktor utama dapat membelajarkan warga belajar bahwa dalam berwirausaha pun dana bukanlah faktor utama, namun faktor tekad dan kemauan yang lebih dominan. Akan lebih baik jika program dilaksanakan dengan dana yang seminimal mungkin dengan melibatkan warga belajar dalam proses perencanaannya.

Ragi belajar; adalah rangsangan yang mampu membangkitkan semangat belajar warga belajar, sehingga proses pembelajaran terjadi tanpa paksaaan, gertakan tetapi karena kesadaran warga belajar serta kekuatan yang ada pada ragi belajar itu sendiri (Sihombing : 2001). Ragi belajar cukup penting dalam kegiatan pembelajaran, salah satunya adalah dengan melakukan penguatan-penguatan nilai-nilai yang di tuju. Penguatan ini dapat dilakukan dengan menghadirkan seorang pengusaha sukses, yang menjalankan usahanya dengan etika dan nilai yang baik.

Kelompok belajar; adalah sejumlah warga belajar yang terdiri dari 5-10 orang, yang berkumpul dalam satu kelompok, memiliki tujuan dan kebutuhan belajar dan bersepakat untuk saling membelajarkan (Sihombing : 2001). Kelompok belajar ini harus dibentuk agar terbina kerjasama antar warga belajar dan membiasakan diri untuk bekerjasama dalam kegiatan usaha. Mengingat kegiatan wirausaha tidak dapat berdiri sendiri menalinkan perlu adanya kerjasama dengan pihak lain, termasuk dalam hal ini adalah kompetitor. Studi kasus maupun praktik lapangan harus dilakukan secara berkelompk, agar warga belajar dapat belajar bersama dan sharing pengalaman maupun memberikan masukan bagi warga belajar yang lain.

Program belajar; adalah serangkaian kegiatan yang mencerminkan tujuan, isi pembelajaran, cara pembelajaran, waktu pembelajaran, atau sering disebut dengan garis besar kegiatan belajar (Sihombing : 2001). Kurikulum pembelajaran harus memiliki keseimbangan antara muatan materi kewirausahaan dengan nilai-nilai yang melandasi kewirausahaan. Perbandingan diantara keduanya adalah 50:50 sehingga terjadi keseimbangan antara muatan materi dan muatan nilai, demikian pula dengan proses pembelajarannya, substansi nilai tidak diberikan secara khusus, melainkan tematik dan harus ada dalam setiap pertemuan pembelajaran dalam materi apapun. Studi kasus perlu dipersiapkan dengan matang sebagai bahan diskusi bagi warga belajar, disamping itu penggunaan media audio visual juga perlu dioptimalkan.

Hasil belajar; adalah serangkaian pengetahuan, ketrampilan dan sikap yang dikuasai warga belajar setelah proses pembelajaran tertentu dilalui dalam kurun waktu tertentu (Sihombing : 2001). Kebermaknaan hasil belajar bagi peningkatan mutu hidup dan kehidupan warga belajar menjadi patokan keberhasilan. Hasil belajar utama dalam pendidikan berbasis nilai adalah seorang wirausahawan yang berkarakter dan menjunjung tinggi nilai-nilai agama maupun nilai kebudayaan yang mendukung proses usaha. Instrumen pengukuran yang meliputi aspek kognitif, afektif dan psikomotor terkait materi dan nilai perlu dirumuskan secara komprehensif sehingga diperoleh alat ukur yang valid dan reliabel sehingga ukuran-ukuran keberhasilan pendidikan berbasis nilai dapat tercermin dari hasil evaluasi tersebut.

Penutup

Menghadapi permasalah pengangguran saat ini, program pendidikan kewirausahaan baik melalui program pendidikan kecakapan hidup atau program pemberdayaan lainnya yang melibatkan masyarakat harus secara serius dilaksanakan oleh pemerintah atau pun lembaga mitra pemerintah seperti yayasan atau lembaga swadaya masyarakat. Program-program tersebut harus benar-benar berorientasi pada hasil belajar untuk menciptakan generasi wirausahawan. Tujuan seperti ini tentu tidak bisa dilakukan dengan model program yang banyak terjadi saat ini yang hanya berorientasi pada penguatan materi dan keterampilan, namun tanpa ada dukungan penguatan mental dan nilai-nilai dalam diri warga belajar. Oleh karena itu pendidikan berbasis nilai dalam program pendidikan non formal harus mulai dikembangkan baik saat ini maupun di masa yang akan datang, mengingat nilai-nilai tersebut saat ini sudah mulau terkikis oleh berkembangnya kemajuan teknologi dan akulturasi kebudayaan asing yang masuk ke negeri ini.

Daftar Pustaka

Elmubarok, Z. (2008). Membumikan Pendidikan Nilai, Mengumpulkan yang Terserak, menyambung yang Terputus dan Menyatukan yang Tercerai. Editor: Dudung R.H. Bandung: Alfabeta.

Kneller, G.F. (1971). Introduction to The Philosophy of Education, Second ed. New York: John Wiley & Sons, Inc.

Maryadi. (2005). Pemberdayaan Potensi Masyarakat Melalui Pendidikan Kecakapan Hidup. Diklus: Jurnal Pendidikan Luar Sekolah, Edisi 6, Th X, September 2005. Jurusan Pendidikan Luar Sekolah, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta.

Muhaimin dan  Mujib, A. (1993).  Pemikiran Pendidikan Islam. Bandung: Trigenda Karya.

Tim Redaksi Fokusmedia. (2003). Undang-undang Sistem Pendidikan Nasional (No. 20 Tahun 2003). Bandung: Fokusmedia.

Sadulloh, U. (2007). Pengantar Filsafat Pendidikan. Bandung: Alfabeta.

Santoso, S. (2007). Nilai-nilai Pendidikan Islam dalam Qashidah “Risalah ilaa Shadiq” Karya Muhyiddin Zayith. Abstrak Online. Tersedia di [http://karya-ilmiah.um.ac.id/index.php/sastra-arab/article/view/422].

Siswoyo, D. Dkk. (2007). Ilmu Pendidikan. Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta. Yogyakarta: UNY Press.

Sihombing, U. (2001). Pendidikan Luar Sekolah: masalah, tantangan dan peluang. Jakarta: Wirakarsa.

Suherman. A. (2008). Pengembangan Model Pembelajaran Kuantum Pendidikan Jasmani Berbasis Kompetensi di Sekolah Dasar. Mimbar Pendidikan, Jurnal Kependidikan ISSN 0126-2025, Vol. XXXII No. 4 Tahun 2008, Pendidikan yang Kontekstual: Pengalaman Indonesia. Bandung: Universitas Pendidikan Indonesia (UPI Press).

Syohih, U. (2008). Lingkungan dan Pendidikan Indonesia. [online] tersedia di [http://nerri-unindra-bio2a.blogspot.com/2008/07/nilai-nilai-pendidikan-di-indonesia.html,].

335 Responses to “Membangun Karakter Wirausaha Melalui Pendidikan Berbasis Nilai dalam Program Pendidikan Non Formal”

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    Saya setuju dengan tulisan Mas Iis, hal ini sesuai dengan tulisan Thomas W. Zimerrer (1996) bahwa kewirausahaan adalah suatu disiplin ilmu yang mempelajari nilai, kemampuan dan perilaku seseorang dalam menghadapi tantangan hidup untuk memperoleh peluang dengan berbagai risiko yang mungkin dihadapinya. Dahulu, kewirausahaan dianggap hanya dapat dilakukan melalui pengalaman langsung di lapangan dan merupakan bakat yang dibawa sejak lahir. Sekarang, kewirausahaan bukan hanya urusan lapangan, tetapi merupakan disiplin ilmu yang dapat dipelajari dan di ajarkan. Saya setuju bila hal diatas difasilitasi oleh satuan pendidikan nonformal yang menurut pasal 26 UU 20/2003 ttg: Sisdiknas berfungsi mengembangkan potensi peserta didik dengan penekanan pada penguasaan pengetahuan dan keterampilan fungsional serta pengembangan sikap dan kepribadian profesional. Saya menyarankan muatan materi kewirausahaan berisi tentang : kompetensi personal, kompetensi bisnis, kompetensi situasional dan strategik serta rencana usaha, dengan demikian mudah-mudahan dapat membekali peserta didik khususnya untuk mandiri dan diharapkan dapat mengurangi jobless.

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