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Volume 1, Number 1, July, 2019

p-ISSN: 2777-0915 | e-ISSN 2797-6068

COMMUNITY EMPOWERMENT THROUGH NON FORMAL

EDUCATION

Muhammad Fahmi

Green Publisher

Email: fahmimuhammad103@gmail.com

Keywords

Covid-19

pandemic,

Empowerment

, non-formal

education

Article Info

Accepted:

July, 2

2019

Revised:

July, 9

2019

Approved:

July, 10

2019

Abstract Empowerment means encouragement or

motivation, guidance, or assistance in increasing the

ability of individuals or communities to be able to be

independent. This effort is a stage of the empowerment

process in changing behavior, changing old habits to new

good behaviors. In the Pandemic era like the one that hit

today, the condition of formal education activities was

really empty. Conditions and government policies that

force people to limit activities including formal education.

In the era of the Covid 19 Pandemic, implementing or

organizing education is something that is difficult to do.

The government policy regarding the existence of

restrictions on activities (social distancing) resulted in a

freeze in the activities of the formal education world. In

this context, the importance of non-formal education is

to meet the educational needs of children in the

community. The existence of non-formal education will

greatly help the community in terms of limited activities in

social life. Cempaka Village has non-formal education

activities which are engaged in the education of reading

and writing al-Qur'an starting from Juz Ammah to being

proficient in reading al-Qur'an. This non-formal education

accepts students from the age of 6 to 17 years.

Introduction

This brief study seeks to raise the topic of community empowerment in out-

of-school education or formal educational institutions, which contains how

society deals with learning problems for children in the Covid-19 Pandemic

era (Rusmiyati, 2020). This is done to explain the condition of society and as

an effort to improve the community's ability to be able to solve the problems

it is experiencing or what is known as civil society. A

Muhammad Fahmi

Community Empowerment Through Non Formal Education 17

society that believes in the ability of its members to create a better life and

a society that is aware of their rights and obligations in social life (Fitriana &

Elshap, 2015). Where the conditions for empowerment will be realized if

members of the community have the opportunity to improve their ability to

face problems so that they are more empowered. In achieving this condition,

it is necessary to have external parties, in this case, non-formal education

officers to help see the potential or abilities of the community so that they

can empower themselves (Karim, 2017)

The pandemic problem does not only affect the economic problems of the

community, but all lines of community life are disrupted by the pandemic

problem (BAKRI, 2020). Apart from having an impact on economic problems,

the socio-religious side also experienced disturbances. It is undeniable that

this pandemic outbreak has attacked all lines of community life (SOLIKHAH,

2021). The limitations of society in social interaction, for example, will

interfere with aspects of community religious life (Amran, 2015) Such as in

matters of worship and routine community activities in terms of religious

ritual activities.

The Covid 19 pandemic has changed the life order of the world community

in a very short time (Habibi, 2020)In the context of societal change, the

impact of the Covid 19 Pandemic has made people's lives change in terms of

180 degrees of social interaction patterns. Of course this impact

sociologically causes unplanned changes. In other words, social change that

occurs sporadically and uncontrollably has a very negative impact

(Jamaludin, 2015). As a result, the people's unpreparedness in facing this

pandemic has in turn led to social disorganization in all aspects of people's

lives.

Another impact of the Covid 19 Pandemic was a negative impact on social

values and norms adhered to by the community. Even so, basically society

will always experience changes. Thus, all forms of community activities

carried out in the pre-pandemic period must now be forced to comply with

standard health protocols. Of course this is not a simple matter. Because the

Covid-19 pandemic has infected all aspects of the order of people's lives

that have been institutionalized through routine and repetitive patterns. In

fact, the community will be faced with a situation of change that was never

imagined before. A number of old values and norms must be restructured

and reproduced again to produce a new social system. The emergence of the

new regulations was marked by, among other things, an appeal from the

government to study, work and worship at home since the beginning of the

emergence of this virus in Indonesia. Likewise with the customary pattern

of people who are friendly, like to gather and shake

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hands, now they are required to get used to social restrictions. To reduce

the burden of problems in society, it is appropriate to do various things to

increase public optimism in the midst of this pandemic. Many people who

are still able to meet their daily needs have increased their concern by

contributing to helping the underprivileged by raising funds, including what

is done by the academic world by carrying out community service through

empowerment. Community empowerment in the fields of education,

economy, social and other is a real effort that can be done by people who

care about the social conditions of society today. What's interesting in this

research is how to empower the community in the realm of Islamic

education in an era of social change due to the impact of the Covid Pandemic

19.

Method Research

1. Approach and Type of Research

This research is a research that uses qualitative methods with the type of

case study (case study). Researchers will use a sociological-hystical point of

view. The aim is to explore and at the same time examine the social

phenomena of the community concerning the issue of Community

Empowerment through Non-Formal Education (Study of Islamic Education

for Children in the Covid 19 Pandemic Era in Cempaka Plumbon Village -

Cirebon). Thus, this research is included in a case study of social phenomena.

2. Research Data Sources

Sources of data that will be used in this research are related data sources,

both primary and secondary data. The primary data source is in the form of

data and information obtained from the field. The data can be in the form of

information from predetermined sources as well as documents that have

been successfully compiled from the field. Meanwhile, what is meant by

secondary data are materials that can be viewed as data that are in

accordance with related research, and therefore these materials must also

be given the same treatment and management.

Result and Discussion

1. Community Empowerment

Conceptually, empowerment or empowerment (empowerment) comes

from the word 'power' which means power or empowerment. Therefore,

the main idea of empowerment is related to the concept of power. Power

Muhammad Fahmi

Community Empowerment Through Non Formal

Education

is often associated with our ability to make other people do what we want,

regardless of their desires and interests (Nafisah, 2019). Empowerment as

a change process then has a meaningful concept.

In relation to the concept of community empowerment, many experts

discuss this. One of them is Payne, who argues that empowerment is

primarily aimed at helping clients gain the power to make decisions and

determine the actions they will take related to themselves, including

reducing the effects of personal and social barriers in taking action. This is

done through a confident phase to use the power he has, including through

the transfer of power from his environment.

In its implementation, empowerment means encouragement or motivation,

guidance, or assistance in increasing the ability of individuals or communities

to be able to be independent. This effort is a stage of the empowerment

process in changing behavior, changing old habits to new good behavior, in

improving the quality of life and welfare, as well as creative and

comprehensive critical thinking, so that from the results of this

empowerment the community is able to increase the level of surveying good

in all conditions due to change.

From these various views, it is clear that the concept of community

empowerment must be based on the involvement of all parties, both

government and all levels of society. Therefore, the formulation is taken that

the concept of community empowerment is a development design through

a process of developing and exploiting potential resources that involves all

parties, both the community and the government, to realize the welfare of

people's lives in various fields.

Thus, the targets and objectives themselves can differ according to the

development sector being worked on. The goal of empowerment in the

economic sector is not necessarily the same as the goal of empowerment

in the education or social sector. For example, the objective of economic

empowerment is for the target group to manage their business, then market

and form a relatively stable marketing cycle. In the field of education, it has

a goal so that the target group can explore the various potentials that exist

within themselves and utilize their potential to overcome the problems they

face. Meanwhile, the goal of empowerment in the social sector, for

example, is so that the target group can carry out its social functions again

with social roles and tasks.

Empowerment is closely related to development, where development is

essentially a series of efforts carried out continuously to achieve a

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prosperous community life both physically and mentally, for this reason

community participation in development is needed because they are the

object as well as the subject of development, so that a participatory

development model develops. Participatory development is a development

approach that is in accordance with regional autonomy which attaches the

foundation of development that grows from the community, is carried out

consciously and independently by the community and the results are

enjoyed by the whole community (Janice, 2014). Thus, the main objective

of empowerment is to strengthen the power of society, especially the weak

groups who do not have empowerment, either because of internal

conditions or because of external conditions (there is injustice in the social

structure).

2. Non Formal Education

According to the type, education can be divided into three types, which

include formal education, non-formal education and informal education.

This difference does not only lie in differences in terms, but has differences

in services, systems, content, content and those that are applied in their

implementation. In addition, these types of differences also have

implications for the policies applicable to each type of education. If formal

education has tiered stages and legally it can be accepted by the

government, however, non-formal education is sometimes not tiered and

outside the formal legality of the government. Even so, in formal education

there are also those who are tiered and have formal legality.

The most striking thing about the latter type of education is Informal

Education. This third type has no level and even formal legality but is

recognized by law and has its own role. Informal education is part of National

education, which supports the achievement of its implementation goals.

Therefore, these three types of education have their respective urgencies

and roles in the National education system.

The character of non-normal education can be seen again as long as the

programs implemented are always consistent with various processes that

really pay attention to the community development program as a whole.

People will choose programs that can really feel and make them feel

recognized. Therefore, it is necessary that every non-formal education

program development involves community participation as a whole and

comprehensively. Not just a fleeting program. This is related to the

formation of public trust in non-formal education programs (Jati, 2012).

Non-formal education is education that is carried out on a regular basis,

Muhammad Fahmi

Community Empowerment Through Non Formal

Education

consciously carried out, but not too strict following fixed rules¸ as in formal

education in schools (Hidayat & Machali, 2012). Because non-formal

education is generally carried out not in a physical school environment, non-

formal education is identified with out-of-school education. Therefore non-

formal education is carried out outside of school, so the main target is

community members. Therefore, non-formal education programs must be

made in such a way as to be flexible but straightforward, but still attract

the interest of education consumers.

Based on the results of research in the field, that non-formal education is

really needed by members of the community who have not had the

opportunity to attend formal education. Especially in the Pandemic era like

the one that hit today, the condition of formal education activities was really

empty. This means that all formal education is carried out in their respective

homes. Conditions and government policies that force people to limit

activities including formal education. Policies such as Social Distancing, PSBB

(Large-Scale Social Restrictions) that occurred during 2020, starting from the

beginning of the year until today have resulted in paralysis in various sectors

of community life, including educational institutions.

Therefore, alternatives are needed from the impact of the Covid 19

Pandemic. A possible alternative in the education sector is the holding of

out-of-school education (Non-Formal-Informal Education) (Sudarsana,

2016). However, seeing the effectiveness in the educational process when

compared between non-formal and informal education, according to the

researchers, non-formal education has a level of effectiveness in learning,

including in replacing the need for formal education for children in the

community. Because basically non-formal education is organized by an

educator, at least having qualified experience and knowledge. Although in

terms of professionalism it is doubtful because they do not have a Bachelor's

educational background for administrative staff. Then besides that, the

benefits of non-formal education can also facilitate children in assisting

school assignments while schools are closed due to the impact of the Covid

19 pandemic.

In the end, the most important goal of non-formal education is the programs

or even the conditions of problems that occur in society (Miradj & Sumarno,

2014). therefore non-formal education must be in line and integrated with

the development programs needed by the community. To bridge this gap,

the role of non-formal and informal education (PNFI) is very important, it

has even become alternative education for people in the era of

the Covid Pandemic 19.

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3. Empowerment Approach

One of the most important things in this research is the approach used by

community groups in the empowerment approach through non-formal

education. This means that it concerns policies that can be used as guidelines

in the implementation of empowerment as a whole, comprehensively and

thoroughly. So that the goals, targets and objectives to be achieved in

community empowerment through this non-formal education can be

maximally achieved. Especially in the conditions of the Covid-19 Pandemic,

many problems were faced. Of course, seeing these conditions requires

appropriate, accurate, measurable and effective policies so as to produce

an optimal final result.

4. The Concept of Empowering Non-Formal Education in the Covid Era 19

At this time, education is a very important need. The importance of

education in the Islamic viewpoint even explains that education for humans

is carried out for life. In the era of the Covid-19 Pandemic, implementing or

organizing education is something that is difficult to do (Leoni, 2021). The

government policy regarding the existence of restrictions on activities

(social distancing) resulted in a freeze in the activities of the formal

education world. In this context, the importance of non-formal and informal

education to meet the educational needs of children in the community. The

existence of non-formal education will greatly help the community in terms

of limited activities in social life.

Cempaka Village is one of the villages in the Plumbon District of Cirebon

Regency. Cempaka Village has non-formal education activities which are

engaged in the education of reading and writing al-Qur'an starting from Juz

Ammah to being proficient in reading al-Qur'an. This non-formal education

accepts students from the age of 6 to 17 years. They are required to study

the Koran because according to society, the Koran teacher and their parents

if they want to continue their education to junior high school the

requirement is to be proficient in reading the Koran. Not only does it equip

students to learn to read but the ability to write is taught, even religious

teachers teach reading the yellow book.

In conditions outside the Pandemic, this non-formal education activity has

a fairly busy schedule. Writing and reading al-Qur'an activities are carried

out every day twice a day between 14.30 and bad'da magrib. After the

Pandemic period, activities in non-formal education were only carried out

once, namely ba'da manggrib until 20.00 WIB. The high enthusiasm and

interest in the chanting of the children did not escape the encouragement

Muhammad Fahmi

Community Empowerment Through Non Formal

Education

and direction of their parents and also the children were not disturbed by

their learning activities at school because they were carried out in a non-

formal environment or in the community. Although sometimes the children

look tired but all of that is lost because seeing their friends join the Koran

together, apart from the Koran, they can also meet and play with their peers.

In general, teaching children to read the Qur'an has a different experience

from teaching adults. Generally, it is difficult to teach children because there

are those who are quick to understand the recitation of the al- Qur'an, some

are slow to understand recitation of the al-Qur'an. Because basically, the

childishness of the age described above still tends to be high. The desire to

joke, play with friends and so on is still high. Even so, the experience of

teaching the Qur'an to children has a good impression. And starting with

children's motivation to play and meet their playmates, that motivation can

be directed to positive activities such as reciting and writing the Qur'an. The

Koran teachers in Cempaka Village have a strategy on how to succeed in non-

formal education, in teaching reading and writing the Qur'an. One of them

is a strategy in dealing with the problem of children who are slow to follow

learning materials, this is done by using a special approach and given a

special education so that children are not insecure when they see their

friends who are already proficient in reading the Koran. .

Parents play an important role in the success and development of children

while the duties and responsibilities for this are joint duties between

parents, society, and the child itself, naturally the child is born and raised in

the family, since birth the child has been influenced by the environment

closest namely family. Education that is received before entering formal

education is non-formal education that comes from the family and

community, this is where the character and personality formation of

children begins, but not all environments support children's education, there

are environments that have a negative influence on children that interfere

with the child's learning process.

For the teaching staff in Cempaka-Plumbon Village, understanding

education in the community does not only function as an inculcation of

attitudes but how we are taught their values and norms are also taught

how to be polite to others, be disciplined and also responsible and also have

good morals especially teenagers in Cempaka-Plumbon Village. Then its

application in people's lives so that they understand what should be done

and what should not be done and respect people who are older than us and

also as a substitute for formal education, both for students who

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have faith in God Almighty, prospering themselves and their families.

Education is a primary and primary need for children, especially reading

the al-Qur'an. Moreover, talking about monotheistic education that must be

taught and instilled in children from an early age to adulthood. In this

context, support is needed from the child's closest factor, namely family.

Family is a factor that influences children's behavior, it is not surprising that

our values, self-concept or personal are influenced by our families and

associations, family is responsible for the socialization process in the

transmission of cultural values and community values. There are two factors

that influence adolescent social behavior, namely internal factors and

external factors. 1). Internal factors are factors that come from within

humans themselves, these factors can be in the form of instincts, inner

motives, attitudes and passions. 2). External factors External factors are

factors that come from outside humans who are influenced and can be seen

from the environment a person lives in.

The Relationship between Research Results and Theory Such as the

Behavioristic theory of social behavior. This theory focuses its attention on

the relationship between the consequences of behavior that occurs in the

community. Where adolescent behavior is a factor that needs to be handled

so as not to disturb the community. Behavioral theory in sociology seeks to

explain the historical relationship between the effects of past behavior that

occurs in the environment, the actor and the current behavior of the actor.

That is, the theory explains that behavior that occurs in the present is the

result of behavior that occurred in the previous period.

Conclusion

Non-Formal Education is an alternative education in the Pandemic Era. Amid

limited conditions, the needs of the community must be served and fulfilled.

It is not only the problem of economic needs that must be fulfilled in the

Pandemic era, but all aspects including education for the community must

be fulfilled. 2020 is a very bad year for the Indonesian people, for one full

year, Covid 19 has plagued this nation.

The impact that occurs as a result of this outbreak is of course fatal to the

process of implementing education for the community. But for the people

of Cempaka Kec. Plumbon, Kab. Cirebon is still well served in education. With

the existence of non-formal education which is carried out regularly by the

community, the needs of children's education problems have been fulfilled.

Even the existence of non-formal education in Cempaka Village is an

alternative education, which can be an answer to educational problems in

the community. As a result of the government's PSBB policy, of course

Muhammad Fahmi

Community Empowerment Through Non Formal

Education

schools are closed, but non-formal education can provide assistance to

children in matters of educational needs, such as in carrying out school

assignments that are given because the school is closed.

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***

Muhammad Fahmi (2019)

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Devotion - Journal of Community Service

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