character education in usa

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Social Conservation based on Nation Character Building

CHARACTER EDUCATION IN USA Erica Balasz English Language Fellow; Education Practitioners, USA Within the character of the citizen lies the welfare of the nation - Cicero – INTRODUCTION Throughout time, societies have recognized the need to educate the coming generation of adults to pass on knowledge and skills. Recorded history from long before the present era emphasizes that education must also develop character. One of the great education reformers, Horace Mann, in the 1840s, helped to improve instruction in classrooms nationwide, advocating that character development was as important as academics in American schools. One of the six goals of the Department of Education is to "promote strong character and citizenship among our nation's youth" (Strategic Plan 2002-2007).

WHAT IS CHARACTER EDUCATION? Throughout history, character education has been the shared responsibility of parents, teachers and members of the community, who come together to support positive character development. Character education teaches the habits of thought and deed that help people live and work together as families, friends, neighbors, communities and nations.

Figure 1. Character Education

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Proceeding of 4th International Conference on Education and Social Sciences

Figure 2. Six Pillars of Character Education The explanation of six pillars of character education

WHAT IS THE SCHOOL‘S ROLE? Students spend much of their young lives in classrooms. This time in school is an opportunity to explain and reinforce the core values upon which character is formed. In school, character education must be approached comprehensively to include the emotional, intellectual and moral qualities of a person or group. It must offer multiple opportunities for students to learn about, discuss and enact positive social behaviors. Student leadership and involvement are essential for character education to become a part of a student's beliefs and actions. To be successful, school must  Take a leadership role to bring the staff, parents and students together to identify and define the elements of character they want to emphasize;  Provide training for staff on how to integrate character education into the life and culture of the school;  Form a vital partnership with parents and the community so that students hear a consistent message about character traits essential for success in school and life; and  Provide opportunities for school leaders, teachers, parents and community partners to model exemplary character traits and social behaviors.

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Social Conservation based on Nation Character Building From state to state there are differences in how character education is integrated and implemented, however there are two common threads: (1) Involvement of the whole community in designing and implementing character education for its schools; and (2) Commitment to making character education an integral part of the education process.

REFERENCES US Department of Education. http://www2.ed.gov/admins/lead/character/brochure.pdf Posters and Activities for the Classroom in https://www.teacherspayteachers.com/Product/CharacterEducation-Monthly-Theme-Posters-Student-Activity-Pages-943237 IB Learner Profile Booklet in http://www.midpac.edu/downloads/iblearnerprofile.pdf FREE Online Course in https://www.coursera.org/course/teachingcharacter

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Proceeding of 4th International Conference on Education and Social Sciences

EDUCATION, A CRITICAL TOOL FOR POSITIVE ACTION AND CHANGE Katie Jones Director, Dyatmika School, Bali; Education Practitioners, UK EDUCATION A CRITICAL TOOL FOR POSITIVE ACTION AND CHANGE If we imagine we are astronauts looking down on our only home, Earth, it suddenly seems very small, beautiful, precious and in a sense frail in the huge expanse of hostile space that as far as we can tell after years of searching does not support life as we know it. The irony of our modern lives is that through our consumption of earth‘s raw materials we are dramatically and in terms of the Earth‘s history very quickly destroying the only home we have. The fact that we, as humans, are infact upsetting the balance of gases in our atmosphere and dramatically altering the temperature of our planet should be the most pressing matter on every politician‘s, business person‘s, educator‘s and parent‘s mind. To deny climate change and the destruction of our environment, and there are many who do, is both ignorant and selfish. In my almost 40 years in education as a teacher and a as a school leader this one fact is, in my mind, the most pressing and the most denied by people who can really do something about this. I want to focus today on 2 aspects of this destruction. One our air, now filling fast with CO2 and the other our waterways and oceans fast becoming clogged with oil based waste. To work with the children and youth of our county is to instill facts and give them tools to help them in the combat against this destruction. This knowledge goes hand in hand with how we treat nature, eachother and our families and reaches far beyond the classroom. This knowledge reaches into an unknown future where these young people will be in positions of power and where they will need to use all their ingenuity and their sense of what is morally right to solve the climatic and resource disruption that seems at this point of time inevitable on a global scale. I want to highlight what we can do as educators to help combat the ignorance, fear and greed that seems to be blinding our species to the fact that we are rapidly destroying the only home we have. Rising sea levels, acidification of the oceans and climate breakdown are scientific facts that eminent scientists have tested again and again in organisations like the IPCC. (1,2,) These scientists cannot be ignored. If we look at the statistics for climate change they are quite alarming. (3,4,5) For many years scientists and environmentalists have been battling Climate Change deniers. If one looks at the scientific evidence for climate change there is no doubt that things have dramatically altered in our climate in very recent climatic history. The IPCC (Intergovernmental panel on climate change) has irrefutable evidence from hundreds of scientific studies that show a clear link between human activity and the dramatic rise in temperature of our atmosphere in the last few decades. (6) Due to the significant increase in the temperature of our atmosphere the ice caps, glaciers and perma frost expanses of our northern hemisphere are melting at a very fast rate causing changes in the composition of the gases in our air and a rise in sea level. Already communities close to sea level e.g. in the southern Pacific islands are finding it hard to grow crops and find fresh water to sustain their populations as sea water levels encroach on their low lying islands. Permanent evacuation plans are being put in place by local government officials. (8) In the IPCC‘s 5th assessment report well researched graphs clearly show global trends. (see slides). In Indonesia irregular weather patterns are becoming frequent as farmers struggle with drought, landslides and flooding. Is all this due to climate change? Many think so, although there are many doubters. Higher sea water temperatures are causing bleaching of coral reefs in the archipelago and therefore a drop in food sources for fishing. There are many ways in which human activity and the pressure of our world population is harming the environment upon which we rely for our food, our well-being and our children‘s future. CLIMATE CHANGE For several decades there have been environmental whistle blowers. Charles David Keeling found a link between the amount of CO2 in the atmosphere and the amount of fossil fuels (coal, oil etc) burnt over the course of time. Since 1958, when his measurements were at first mistrusted, these careful measurements of atmospheric CO2 levels have proven to be a reliable source leading directly to the quantities of fossil fuels that humans have burnt. Al Gore, an American politician, got a lot of world attention with his film ―An Inconvenient Truth‖ in 2006 and, although produced with a political agenda, it drew world at-

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Social Conservation based on Nation Character Building tention to the plight of increases in temperature due to fossil fuel burning and the disastrous consequences particularly over the next decades unless the consumption is dramatically decreased. (10 - 15)

WATER POLLUTION If we go out into our beautiful huge oceans modern day sailors are horrified to find huge islands of floating garbage. It has been estimated that these islands cover the same area as the state of Texas. Where has this trash come from? It has washed down rivers from the continents of the world and been dumped as trash from sea going vessels. It takes centuries for this mostly plastic rubbish to decompose. Scientists are also studying the sea floor which is becoming increasingly littered with trash that has sunk and is out of sight but must never be out of mind. It is hard to estimate just how much trash there is down there as many sea beds have yet to be explored and some are very deep. Biologists are still discovering new species of life in these deep dark ocean ecozones. (7) Other scientists are studying the quality of the sea water itself and finding that it is rapidly turning into a more and more densely concentrated plastic soup as plastic rubbish is broken into smaller and smaller pieces by the action of sunlight and waves. There are still many research projects that need to take place to fully determine the effect on the health of sea creatures to this rapidly declining quality of sea water upon which it depends for its food and life.

WHAT HUMAN ATTITUDES HAVE LED TO THIS ENVIRONMENTAL DECLINE? Interestingly enough, if we look into fossil records of life on earth over the last 2 million years there are signs of significant changes to fauna and flora through the rise of Homo Erectus. Some have gone as far as to label him the destroyer of the world. Anthropologists have studied fossils of mega fauna and their decline and matched that alongside the colonization of those areas of the world with Homo erectus and found a close correlation. In other words environmental destruction through the activity of our species is not a new thing, it is a part of the nature of how we have colonized the earth‘s surface as a species. (9) There is definitely a link between environmental destruction and human indifference. There are several reasons for this. One is the allure of the urban life style. More and more people now live in cities and no longer feel any connection to the countryside. Young people and breadwinners flock to urban centers believing that they will make more money there and so live a more prosperous and happier life and so provide for their family. The older generations in many Asian countries are left to the poor paying job of tending the fields and scraping a living from farming more and more threatened by unpredictable weather, dependence on hybridized crops and artificial pesticides and fertilizers that are expensive. The urban lifestyle does not lend itself to fostering an understanding of nature as there is no opportunity to see it and so understand it and its delicate and intricate balances. Farming is becoming more and more a business particularly in developed countries where farmers are often subsidized by the government if crops fail or to farm in certain ways not necessarily in tune with the land, time of year and what would be suitable for that biome. The urban lifestyle and the disassociation from the natural world that farming communities are more in touch with leads to a lack of connection with the delicate balance of nature and all its plants and creatures. Children are growing up more and more in concrete jungles, are transported by machines and have every hour of their day dictated to by adult supervised and structured activities. Time for children to freely roam and discover the wonders of nature in natural back yards has all but disappeared in developed countries and this precious childhood time is fast disappearing in poorer countries of the world as their parents flock to where the money is in order to feed their families. For many these issues of climate change, global warming and a littered landscape are just too overwhelming. There is general public indifference and a history of poor implementation as there is no profit in being the good guy or the good business or the good politician. Everyone wants a car, a bigger house, more possessions and this is also emphasized in many places where there is an underlying fear of the wild jungle and the creatures in it particularly the big ones. This fear dissociates children from the wonders of nature that are one of the greatest teachers. What can one person do in the face of such catastrophic statistics? People quickly forget the hardships of floods, storms and other climatic catastrophes and focus on their own lives and getting as much accumulated for their families as they can. People feel inadequate and disempowered in the face of politics that area corrupt with bribes or even worse in the hands of the elite who have no intention to share their huge wealth and privilege. (16 – 25)

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Proceeding of 4th International Conference on Education and Social Sciences In many countries of the world the chance to educate children about how to face these huge issues is not there so the disassociation continues and worsens with each generation. Families are often separated by the necessity to move maybe hundreds or thousands of miles from the extended family for work for money. This lack of family connection and a lack of connection to place leads people to despair, depression, loneliness and indifference to making things better.

EDUCATION‘S ROLE IN TURNING THE TIDE One of the most receptive and important parts of our population are our children. Children are naturally receptive to the beauty and character of plants and animals. A childhood locked in cars and away from nature is a sad one indeed and unfortunately increasingly on the rise. The atmosphere in Shanghai, for example, is on some days so toxic that children are not allowed to play outdoors and schools are building inside play areas with carefully filtered air. What a tragedy. Children need to get muddy, hear owls at night, go rock pool searching on the beach and generally have the sense of the wonder of nature awoken in them from a young age. (26,27,28). There is no doubt that the messages of the dangers of climate change are beginning to seep in to the consciousness of the minds of people worldwide. It is not all bad news. Education in Indonesian national schools is just starting to introduce environmental concepts albeit outside of the core curriculum. The Indonesian fisheries ministry is finally taking action to combat illegal fishing in Indonesian marine territory. There is more publicity about the need to replant trees and conserve mangrove forests along shorelines. Wild life is gradually starting to be better protected and laws are beginning to be better enforced in order to protect endangered species like the orangutan, tiger, elephant and marine life of the Indonesian archipelago. Is this too little too late? (29 – 33) When working with children one has to focus on the hope that when they grow up the world will be a better place. At Dyatmika we take this point of view very seriously. In the school‘s charter that is the founding document of the school, written by the founders themselves, it states: ―The Dyatmika Foundation was established for the purpose of building a non-profit school that would meet the needs of children in Bali and prepare them to be conscientious adults in tomorrow's world. The guiding principles of Dyatmika School comprise what the foundation believes to be basic pillars of a prosperous and responsible society: • moral integrity, • religious and social tolerance, • intellectual capacity, • broad knowledge, • civic responsibility, • cultural preservation and • sensible management of the natural environment. These principles, directly and indirectly, are fundamental to the educational vision of Dyatmika. Dyatmika strives to implement a broad, up-to-date and rigorous curriculum that teaches children the indispensable skill of how to learn. Students develop their critical thinking and creative skills in an atmosphere that respects their natural abilities and personal interests, while encouraging them to reach beyond their own perceived boundaries. The school recognizes how the values and unique social and cultural traditions of Bali have served to create a stable and tolerant society. The observation of these values at school, as well as specific instruction in the native language, music, art and customs of Bali are a cornerstone of Dyatmika's commitment to cultural preservation. As the increasing cultural diversity of families in Bali is reflected in the student body, the atmosphere of Dyatmika is one of respect and celebration, and the teachers aim to draw enrichment from the variety of races and religions represented at the school. Through a comprehensive programme of community service, Dyatmika is committed to developing in each student the capacity for compassionate response and exemplary citizenship. Students and graduates possessing a lasting commitment to public service are one measure of Dyatmika‘s success as an educational institution. Furthermore, Dyatmika strives to instil in all its students an innate and profound sense of responsibility toward the natural environment and its inhabitants, both through curriculum enrichment and through fieldwork on the school's premises as well as outside the school. In the interest of fostering global understanding among peoples and in providing the students with essential communication skills, Dyatmika requires and provides for a high level of proficiency in the Indo-

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Social Conservation based on Nation Character Building nesian and English languages, with the hope that further language acquisition will be sought and more easily attained by its graduates. The school believes in the importance of teaching as a profession and is committed to the welfare and intellectual development of its teachers. The school provides ongoing in-house teacher training, opportunities to attend outside seminars as well as invites professionals into the school for training and exchange programmes. Limited in size, Dyatmika is committed to outreach by establishing itself as a teacher training and resource center for educators outside the school, and to serving as a role model to schools island and nationwide.‖ Teaching children this sense of responsibility looks very different for Primary children than for the older high school child. In the Primary one of the main areas we focus on is that of Recycling. Recycling has a long history. It goes back to the early days of reusing as many resources as possible following hardship during war years when resources were stretched. If children learn from a young age about not throwing plastic on the ground or into the streams and rivers but using them again or sending them to a recycling plant where the plastic can be made into something useful then this lays important attitudes for future years. It becomes naturally abhorrent for a child to throw rubbish on the ground. (34) At Dyatmika School we recycle all our rubbish. We only use reusable water bottles, never plastic cups or one time use water bottles. We make trash into useful objects and use them for art and craft projects. We use recycled paper for drawing and writing whenever possible. Each primary class has an action project related to the environment so they learn no matter how young they are then can do something to make the environment a better place. Creating empathy with the environment and nature helps to create a deeper sense of how to care for each other and one‘s family. Children naturally love to be in nature and need this experience in order to develop a love and relationship to it. Respect also runs deep in how teachers treat the children and how they are expected to behave towards one another. By taking care of one‘s surroundings and learning to grow food crops, cultivate gardens, grow flowers and herbs for enjoyment and for cooking all these very normal activities foster a love for the earth, one‘s friends and teachers. Families are encouraged to come and share their expertise from the kitchen, their garden, from their work with nature, from businesses that are environmentally friendly and we take the students out for field trips where they can actively learn and be of help. An example being a visit to a turtle hatchery that is conserving wild turtles by protecting their eggs until the young turtles are ready to be released into the sea as nature intended. These experiences are profound for the young primary child and help to foster a deep sense of care and concern into their adult lives. When we reach the SMP and SMA then young people are ready to be challenged with the more complex aspects of environmental protection. The foundation laid in the primary school is built on with topics such as climate change. To understand this fully takes scientific thinking and processing and the study of many experiments, statistics and papers in order to get the full picture. It is a subject that involves government policy, business pressure groups and the battle of the cost of preservation vis a vis the profit of business. Students study in an atmosphere of healthy and lively debate. They are encouraged to study topics such as Global Perspectives which demands that students look at various aspects of say climate change and how this difficult subject can be approached. Behind this the teacher needs to always foster a sense of hope in the student that they can do something to make the situation better in the future. It is too easy to feel defeated when faced with the statistics. This engenders a deep sense of responsibility and helps young people feel that they are needed in the future beyond the shallow materialistic lifestyle that is so profoundly sold through the media and on online games, movies, TV and hand held gadgets. One of the tragedies of modern city life is a sense of lack of meaning. Young people feel disconnected to all that‘s around them in their urban lifestyle. We purposely take all high school students out on camp at least once a year. During the camps they are expected to sleep in tents and take walks in the forests at night so that they overcome any fear of the dark and unknown natural world. Star watching, astronomy, orienteering skills, plant identification, natural food sources, hiking skills and time to reflect and watch in nature are all skills that are taught and encouraged. Students are also encouraged to debate against students from other schools and other countries on environmental issues and try to come up with positive action plans at the GIN (Global Initiatives Network) conferences. Throughout the school Dyatmika incorporates environmental education and the values of cooperation and respect into the curriculum. In everyday practice as well as long term these values are reinforced through everything students are asked to do. By involving the parents of all our students it is hoped that these values are mirrored at home and the solid family values instilled by parents are then reflected in how the children and young people behave at school. There is an atmosphere of care and concern. The older students also promote reducing the carbon footprint of the school as much as possible. Everyone reduces the use of paper as much as possible, as much as possible is recycled, where possible

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Proceeding of 4th International Conference on Education and Social Sciences students pool their resources traveling to and from school and students are encouraged to take part in and also create environmental action projects out of school time. A student council (OSIS) is responsible for helping to maintain the cleanliness and conservation of the whole school environment. The campus is ―plastics free‖ as much as possible so no plastic water bottles that are used once or un-necessary plastic packaging is allowed onto the campus. Sustainable alternatives to fossil fuels are explored and experimented with for example biogas that is created from waste food products. We hope that by creating a school environment where not only the physical environment but also the social one is respected we are helping to create round citizens that will go out into the world with a greater sense of responsibility about what they can do to make it a better place. Education means the drawing forth of the sense of what is right, good and beautiful in life. Growing graduates capable of conscientious and committed action for making the world a better place to be each aware of their own strengths and weaknesses confident with themselves in the future with all its challenges.

POSITIVE ACTIONS There are many examples of wonderful efforts that are happening across the globe to try to harness children‘s as well as adults‘ desires to make a healthier future. I‘d like to end with 3 very different examples of this. The first example comes from a man who has spent his career in the world of reporting and producing newspapers. Alan Rushbridger is the current Chief editor of the Guardian newspaper in the UK. The Guardian is a British newspaper that attempts to report things as they are with a social bias and one that is firmly pro the protection of the environment in the future. Alan is retiring after a lifetime of transparent reporting on world events. His career has been an illustrious one but he feels keenly that there is one more urgent matter he needs to try to do something about. He feels strongly about the issues discussed above and so his one parting act is to try to persuade Melinda and Bill Gates, who say the threat of climate change is so serious that immediate action is needed to find alternatives that don‘t emit CO2, to back a huge campaign to ―Keep it in the Ground‖. According to an investigation by the Guardian the Gates hold at least 1.4 billion US dollars of investments that currently sit with 200 of the major fossil fuel companies in the world. If Bill and Melinda were to divest these funds from these companies over the next 5 years and stop any further investment in these companies it would send a huge message if they sold these investments. The Bill and Melinda Gates Foundation and Asset Trust is the world‘s largest charitable foundation with an endowment of over 43 billion US dollars and it has already given out 33 Billion US dollars in grants for health programmes around the world. There is a huge campaign to ask people to sign up to support this and to date over 200,000 people have signed up in a week. This again raises the issue of moral and financial misguidance to invest money in companies dedicated to fossil fuel exploration and further environmental destruction, which flies in the face of all the good health work the Gates‘ charity, has already done, for example eradicating polio in India. According to the Lancet Medical journal of University College in Lond, climate change is ―the biggest global health threat of the 21st century‖. Therefore by owning fossil fuels one owns climate change! (35) The second example is to look at the fascinating study of rewilding that is currently taking place in Europe and the United States where there has been centuries of land abuse and degradation. Rewilding literally means allowing nature to take its own course over a sizeable piece of earth and through careful study reintroducing species, esp. mega and meso fauna that have been removed over past generations. An example of this sort of success is Yellowstone Park in the central United States. This is a vast area of parkland not inhabited by people that had become degraded by bad land management over many years until wolves were reintroduced. (36,37,38,39) Wolves were hunted to extinction in this vast parkland area over 100 years ago. After they were reintroduced it led to dramatic changes in the animal food chains in the park and restored a healthier balance between different endemic species. Once this occurred the forests started to host a greater variety of plants which led to a richer environment for more animal species. The soil by rivers was held by the roots of endemic plants and rivers adopted a more natural flow through the mountain valleys of the parkland. In other words the wolves changed the course of the rivers and restored the habitat for all the other endemic species. The third and last example is the recent work of Pope Francis. As head of the Roman Catholic Church he has been doing a lot of research into the whole topic of Climate Change. So much so that he recently held, in April 2015, a one day conference not just for scientists and economists but also for some heads of state and Protestant, Jewish, Muslim, Orthodox, Buddhist and Hindu leaders with his Catholic hosts. The Title of the conference was ―The Moral Dimensions of Climate Change and Sustainable De-

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Social Conservation based on Nation Character Building velopment‖. Pope Francis is working on a papal document (encyclical) on the environment that is expected this Summer. This is a modern debate between Faith and Reason. The pope also intends to bring this issue, one of a sustainable future for the whole planet, to the biggest gathering of world leaders at the special 70th anniversary session of the UN in September 2015. (40) Science, Faith and Moral Understanding cannot be separated. Only through dialogues like this and positive action by those with money and those in power can there be any hope in truly creating the kind of loving community centered future we hope for our families and for all humankind. One that is respectful of Nature, that keeps fossil fuels in the ground, that reduces, reuses and recycles its rubbish and the health of its people, that nurtures the wonder of childhood and the respect for the young adult as they grow up to be responsible, contributing, thinking and discerning adults.

REFERENCES 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) 21) 22) 23) 24) 25) 26) 27) 28) 29) 30) 31) 32) 33) 34) 35)

http://www.climatechange2013.org/ipcc-process/ http://www.theguardian.com/environment/2013/sep/26/ipcc-climate-report-slow-progress 3.http://www.climatechange2013.org/images/uploads/WGIAR5SPM_Approved27Sep2013.pdf http://www.dailymail.co.uk/news/article-2420783/Worlds-climate-scientists-confess-Global-warming-justQUARTER-thought–computers-got-effects-greenhouse-gases-wrong.html http://www.telegraph.co.uk/earth/environment/climatechange/10310712/Top-climate-scientists-admit-globalwarming-forecasts-were-wrong.html 6.Page13,SummaryforPolicyMakers.http://www.climatechange2013.org/images/uploads/WGIAR5SPM_Approved27Sep2013.pdf http://news.nationalgeographic.com/news/2014/07/140715-ocean-plastic-debris-trash-pacific-garbage-patch/ http://www.climatecodered.org/2013/09/is-global-warming-in-hiatus-not-if-you.html http://www.theguardian.com/environment/2013/sep/23/fossil-fuel-reserves-left-in-ground Matthew T. Boulanger and R. Lee Lyman, 2014. Northeastern North American Pleistocene megafauna chronologically overlapped minimally with Paleoindians. Quaternary Science Reviews 85, pp35-46. http://dx.doi.org/10.1016/j.quascirev.2013.11.024 http://monbiot.com Are we bothered? http://en.wikipedia.org/wiki/Lysenkoism http://elife.elifesciences.org/content/2/e01061 http://storify.com/DefraGovUK/defra-chief-scientist-prof-ian-boyd-answers-your-a https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/205741/tb-eradicationpresentation-130605.pdf http://www.skepticalscience.com/paterson-on-climate.html Department for Environment, Food and Rural Affairs, March 2013. An assessment of key evidence about Neonicotinoids and bees. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/181841/pb13937neonicotinoid-bees-20130326.pdf.pdf http://www.theguardian.com/commentisfree/2013/apr/29/beware-rise-government-scientists-lobbyists http://www.theguardian.com/environment/georgemonbiot/2013/feb/11/eu-fishing-discards-ban-richardbenyon http://www.theguardian.com/environment/georgemonbiot/2012/may/24/buzzards-pheasant-shoots-wildlife http://strangesounds.org/2014/03/the-citarum-river-in-indonesia-is-so-polluted-that-you-cant-even-see-thewater-photos-and-video.html http://charlesrangeleywilson.com/2013/04/26/a-storm-cloud-for-rivers/ http://www2.macleans.ca/2013/05/03/when-science-goes-silent/ http://www.theguardian.com/environment/2013/sep/24/climate-council-faces-titanic-struggle Kings College, London. April 2011. Understanding the diverse benefits of learning in natural environments. Commissioned by Natural England. http://www.naturalengland.org.uk/Images/KCL-LINE-benefits_tcm631078.pdf Stuart Nundy, 2001. Raising achievement through the environment: the case for fieldwork and field centres. National Association of Field Studies Officers.
http://bit.ly/1fdazsx Cited by Kings College, London, as above. Many of them are listed here: William Bird, 2007. Natural Thinking: investigating the links between the natural environment, biodiversity and mental health. Royal Society for the Protection of Birds. http://www.rspb.org.uk/images/naturalthinking_tcm9-161856.pdf http://www.wildernessfoundation.org.uk/wp-content/uploads/2013/01/TA-executive-summary.pdf http://www.wildernessfoundation.org.uk/wp-content/uploads/2013/01/TurnAround-2007-ExecutiveSummary-Stand-Alone-Document.pdf http://www.wildernessfoundation.org.uk/wp-content/uploads/2013/01/TA2-Executive-Summary.pdf Ofsted, 2nd October 2008. Learning outside the classroom: How far should you go? http://www.ofsted.gov.uk/resources/learning-outside-classroom http://www.widehorizons.org.uk/ http://www.rewildingeurope.com/programme/background-and-goals/wildlife-comeback/

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Proceeding of 4th International Conference on Education and Social Sciences 36) 37) 38) 39)

George Orwell, 1937. The Road to Wigan Pier. http://www.wildsheffield.com/sites/default/files/history_of_smithy_wood_0.pdf http://www.theguardian.com/environment/2014/jan/04/ancient-woodland-cut-down-biodiversity-offsetting The Gates Foundation's fossil fuel investments The Bill and Melinda Gates Foundation have investments in 35 companies on a list of the 200 companies that have the world's biggest fossil fuel reserves, their 2013 tax filing shows. The foundation has subsequently significantly reduced its shares in Exxon, and other investments may have changed too. Company name Exxon Mobil BP Vale Itochu Anglo American Inpex China Resources JX Holdings Rio Tinto BASF BHP Billiton Petrobras FirstEnergy Royal Dutch Shell Anadarko Petroleum ConocoPhillips Hess Devon Energy Statoil Cliffs Natural Resources Occidental Glencore Xstrata Apache Noble Energy Chesapeake Energy Marathon Oil Peabody Energy Ecopetrol Chevron Total Consol Energy Range Resources Concho Resources New World Resources Denbury Resources

Amount invested ($) 824158430 372409039 32588358 22128914 20186402 19879168 13307966 12952499 9635593 8377107 7929214 7871479 5678711 5459085 5336354 4230732 3878628 2885556 2659828 2625823 2293796 2270068 2212542 2184978 1724475 1704919 1693014 1308200 949316 735094 652975 607900 514188 466298 162450

source: guardian/bill and melinda gates foundation Bill McKibben, who leads the fast-growing Go Fossil Free campaign, said: ―The Gates Foundation has worked so hard to grapple with global poverty. But at the same time they‘re investing in the same companies that drive climate change, which endless studies now show is one of the key factors behind ... global poverty. The developing world deserves better than this kind of tunnel vision.‖ He said: ―The great industrial fortune of the 20th century, the Rockefeller oil legacy, has begun aggressively divesting from fossil fuel, arguing explicitly that climate change undermines its philanthropy for a better world. It‘s time for the great technological fortune of the 21st century to do likewise.‖ Prof Hugh Montgomery, a medical doctor at University College London and one of the authors of the UCL/Lancet study said: ―I am backing the Guardian divestment campaign because I support the Gates Foundation and am a great fan of their work. I just want to help them to do more good.‖ A spokesman for Bill Gates‘ private office said: ―We respect the passion of advocates for action on climate change, and recognise that there are many views on how best to address it. Bill is privately investing considerable time and resources in the effort [to develop clean energy].‖ The Bill and Melinda Gates Foundation declined to comment on fossil fuel divestment and said all investment decisions were taken by a separate entity, the Asset Trust, which manages the endowment but never makes public comments. However, the Gates‘ charity has a track record of divestment from other sectors, having sold companies linked to the conflict in Sudan and banned tobacco investments. It also sold its stake in a security company G4S, following controversy over its prison contracts in Israel. The Gates charity investment policy states: ―When instructing the investment managers, Bill and Melinda

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Social Conservation based on Nation Character Building consider issues beyond corporate profits, including the values that drive the foundation‘s work. They have defined areas in which the endowment will not invest, such as companies whose profit model is centrally tied to corporate activity that they find egregious. Bill and Melinda regularly re-assess the endowment‘s holdings.‖ In recent months, the Gates charity sold off its huge stake in ExxonMobil for $766m, which has in the past funded climate change deniers and now argues it is ―highly unlikely‖ that international action on global warming will stop it selling oil and gas ―far into the future‖. No reason was given and it is unknown whether new fossil fuel investments have been bought. ―At this critical moment in time, if you own fossil fuels, you own climate change,‖ said Ellen Dorsey, executive director of the $168m Wallace Global Fund, which has fully divested from fossil fuels and now invests in renewables and energy efficiency. 40) http://www.npr.org/2015/04/28/402856086/vatican-hosts-climate-change-conference-ahead-of-papal-encyclical

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Proceeding of 4th International Conference on Education and Social Sciences

JAPAN’S FISCAL REHABILITATION AND TAX EDUCATION Kiyoko Majima Aichi University of Education ABSTRACT This paper describes about fiscal rehabilitation and tax education. What should be the focus of future tax education when Japan is heading for fiscal rehabilitation? We summarize the following three points taking account of previous studies and the practice of university lectures. First, is rediscovery of the truth of our society through tax education. This requires thinking about how to make improvements given the actual scarcity of ‗public‘ consciousness and ‗social solidarity‘ in Japan. Second, we need to rethink the problems of the ‗top down‘ and ‗externally imposed‘ tax systems by reflecting on our society from a historic perspective. Reflecting on the history of a nation of people that did not acquire the right to payment of taxes by themselves, means consideration needs to be given to the necessity of the ‗ethics of voluntary tax payments‘ that did not develop on the basis of citizens trying to help with the resources necessary for the nation. Furthermore, it is also important to rediscover and reevaluate efforts made within Japanese history to acquire a tax system from the ‗bottom up‘ or ‗internally‘. Third, from the perspective of future improvements to our society, we need to educate the sovereign ruler‘s awareness to think about tax problems to press forward on budget system reforms=political reforms. At that time, as noted in the statement of the university student that said the ‗proposed ‗the idea of tax being taken should not be eliminated by force, but this idea should be used as the starting point in future tax education‘, what is most required are lectures that delve deeply into the suspicions and doubts concerning the use of taxes. Keywords:

social solidarity, ethics of voluntary tax payments, ‘public’consciousness, budget system

reforms INTRODUCTION While expenditure accounted for approximately96 trillion yen of Japan‘s FY2015 general account budget,tax revenues were approximately 54 trillion yen, other revenues were approximately 5 trillion yen, and the balance of approximately37 trillion yen was debt. However, that is not the total of Japan‘s debt. The gap between expenditure and tax revenues has been widening since the 1990s, and the consequence of repeated tax reduction policies is that by the end of FY2015, national debt is forecast to reach 837 trillion yen, and regional debt199 trillion yen, with combined national and regional debt of more than 1,036 trillion yen. There is no dispute the seriousness of Japan‘s budget deficit.The fundamental cause of Japan‘s budget deficit is that tax revenues are insufficient to cover expenditure. That is, there is a problem insufficient tax revenues. Taxes need to be raised to secure the tax revenues needed to cover expenditure. However, all citizens need to have a sense of impending crisis concerning fiscal policy and an appreciation of the need for increased taxes in order to hike taxes. There needs to confidence in politics and all citizens need to cooperate with an awareness of solidarity for support.This will need to be accompanied by political, economic, and social system reforms, as well as legislation. Everyone knows Japan‘s budget deficit is in serious difficulties. Even so, we have to ask why the problem keeps on being put off with public bonds being issued year after year and no prospect of fiscal rehabilitation. This problemis attributed to the complex interconnection of various factors such as Japan‘s history, politics, economy, society, education, and systems, etc. In this paper, we first review previous studies to grasp an understanding of the overall picture. We then focus on the public‘s awareness of tax and particularly the use of the term ‗take‘ when we refer to taxes. We consider what this infers in relation to tax and the viewpoint of tax. Lastly, we look at this problem as a central issue for social studies education and propose ways for future tax education.

REVIEW OF PREVIOUS STUDIES: WHY IS TAX ‗TAKEN‘? Requirement for taxation German public finance scholar Gerloff‘s definition is used as the definition of taxation in thestudy of public finance. The definition states that tax is an enforced payment imposed by public organizations on other economic entities without any special compensation in order to meet the budgetary demands of public organizations or other administrative purposes.

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Social Conservation based on Nation Character Building Next, we consider the requirement of taxes to be (1) an ‗enforced contribution‘imposed by public organizations, (2) without compensation for any special return; and (3) able to generate revenues to secure the funds needed to meet budgetary demands and administrative purposes (economic and social policies). Public finance scholarNaohiko Jinno stated that ‗of the three conditions that define taxes‗enforced contribution‘ and ‗without compensation‘are the origins of taxand the reason why tax has been despised‘ (1). That is, the conditions for taxation themselves include ‗enforced contribution‘ and ‗without compensation‘ and may have led to the idea that ‗tax is something that is taken‘. The scarcity of ‗public‘consciousness and ‗social solidarity‘ In an international comparison survey of the level of social standing in advance countries fiscal sociologistEisaku Ide asked ‗In general, can you say people are trustworthy or that you need to be careful in getting close?‘ The country with the lowest ranking amongst advanced countries was Japan. In addition, the Japanese also had the lowest level of trust in government of all advance countries in the response to the question ‗Can you generally trust the people in government?‘ Furthermore, in an investigative survey of the opinions of each country‘s citizens in relation to the tax burden on the middle class indicated there was not a high level of tax pain in four Scandinavian countries with high tax burdens, yet there was a higher level of tax pain in Japan where tax rates are low. Next, Ide considers the essential conditionsthat make it hard to increase taxes. He points out that given people‘s declaration of ‗disobedience‘ against the government, the payment of taxes forms the basis of ‗social solidarity‘ and whether or not people pay taxes for other people is determined by whether or not the middle class, which has a political majority, recognizes solidarity with the low income class. He also asserts that equal treatment of people for both receipt and burden of payments could increase the trust in society, weaken the resistance of the middle class to paying taxes, and strengthen social solidarity(2). In addition, public finance scholarNaohiko Jinno states there is no awareness in Japan that ‗public‘ means all members of society that cannot exclude ‗us‘, so there is no notion of reciprocity with tax being a mutual burden, which prevents the tax burden from increasing. Jinno notes that the public‘s lack of confidence in the government is shared with the results of a public opinion poll conducted in Sweden, where there is a high tax burden. However, he also notes the definitive importance of whether or not there is confidence amongst citizens and whether or not there is formation of ‗public‘ consciousness encompassing the camaraderie of ‗us‘(3). That is, in Japan, the scarcity of mutual trust and the‗public‘ consciousness that does not include ourselves could prevent the emergence of a sense that tax is mutually borne by all members of society, leaving only a sense that tax is ‗taken‘. ‗Top down‘ and ‗externally imposed‘ tax systems Furthermore, public finance and environmental economistToru Morodomi points out that the sense that modern day Japanese of taxes being ‘something that is reluctantly paid‘ is because citizens have not experienced a ‗bottom up‘ demand for political parties to make tax reforms an issue that could be decided by obtaining a majority in the Diet (4). This is because of the ‗top down‘ implementation of systems by the Meiji government with the introduction of income tax, the absence of the concept that the nation was created by the citizens themselves, which meant the ‗ethics of voluntary tax payments‘, the right to vote given to taxpayers paying more than a certain level of direct national tax, led to the awareness of a type of ‗privilege‘ and ‗benefits‘. Furthermore, the Shoup recommendations following World War II provided an ‗external‘ push for tax reforms. That is, historically, Japan has not experienceda people‘s revolution like England, France and America, so there has been no concept that the people themselves created the nation. Even after the war, citizens have not experienced a situation where their own demands have led to political parties proposing tax reforms resulting in a majority in the Diet. Therefore, the ‗ethics of voluntary tax payments‘did not develop on the basis of citizens trying to help with the resources necessary for the nation. The determination of taxes by the authorities has led to idea that they are taken. Transparency and decision-making for the budget system On the other hand, Hideaki Tanaka, who was formerly with the Ministry of Finance and is an expert on the study of public policy and public finance, points out that the mechanism for Japan‘s budget system impedes Japan‘s fiscal consolidation(5). Japan‘s budget systemfeatures weak control for spending and extremely low transparency, so the budget will not improve to a great extent even if taxes are increased unless the system itself is changed. The budget is a political coordination system pertaining to the distribution of scarce resources. Since democracy determines the supply of goods and services that cannot be provided by the market, the budget can be considered politics itself. Budget system reform has the same meaning as political reform, and a change in the political and administrative system is required to restore Japan‘s finances. According to

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Proceeding of 4th International Conference on Education and Social Sciences Tanaka, fiscal rehabilitation is not just an issue for economic and fiscal policy, but also a problem of national sovereignty. He states the following three requirements. First isa sense of impending crisis shared by all citizens.The underlying problems for the budget deficit are in the budget system. System reforms are only possible after politicians make a decision. This requires public consensus for the reforms. Second is reform of the budget system and the public service system.The budget is formulated each year based on the binding medium-term fiscal framework and expenditure rule. In addition, political bias is removed with the establishment of independent public finance institutions. Furthermore, a fiscal responsibility act that defines the framework of financial management needs to be enacted. Third is social welfare system reform.Currently, social welfare expenditure has increased to levels substantially greater than the size of the economy, and the budget deficit shifts the burden to future generations. Japan‘s basic pension is a combination of tax and insurance. Since the wealthy also benefit from taxes the burden of social insurance premiums has increased and reinforced regressiveness. Consequently, Japan‘s budget deficit can be attributed to the avoidance of reforms in areas such as the budget system, public service system and social welfare system by politicians, bureaucrats and citizens. Adults are not being realistic when they avert their eyes from Japan‘s budget deficitproblem and push the enormous debt onto future generations. We wonder what sort of education such adults can provide to their children.

CREATE INSTRUCTION IN SOCIAL STUDIES WITH A THEME OF TAX The author was prompted to focus on The creation of social studies lectures that perthe term ‗take‘due to an event that has occeives a society from the structure of taxes curred in university classes every year since (second year/ social studies education CⅠ/ reFY2011. The classes consisted of 15 lectures during half a year where instruction was creatquires middle school social studies license) ed for social studies with the theme of taxand Lecture 1 What are taxes? with the cooperation of tax experts (certified Lecture 2 What is tax fairness? tax accountants/ tax office personnel). After Lecture 3 Understanding the focus of a country’s learning the fundamentals of taxation, the stubudget dents attending lectures invented a social studLecture 4 Ways for an ideal society and tax sysies lecture about tax and make a group presentem tation in the form of a mock lecture. Every year, the students performing the Lecture 5 Why do we contribute taxes? role of teacher repeatedly and unconsciously Lecture 6 Tax educationsymposium used the term ‗take‘tax in this mock lecture. At ‘Why look at tax education now?’ the time, the observers of the mock instruction Lectures 7 to 10 Creating lectures ①to④ (tax experts) expressed their opinion that ‗it Lectures 11 to 14 Presentation of mock lectures would be better to use the expression contrib① to ④ ute to tax rather than have tax taken‘. In addiLecture 15 Joint proposal university students and tion, in FY2013, there was a group that pretax experts sented their mock lecture with the theme ‗from take to contribute‘. Furthermore, on the final day of classes a student proposed ‗the idea of tax being taken should not be eliminated by force, but this idea should be used as the starting point in future tax education‘. As noted above, the use of one expression and whether to use the expression ‗take‘ or ‗contribute‘ in social studies classes differs considerably depending on the respective stance and thinking and the awareness and knowledge about tax. When conducting social studies classes, the awareness about tax and particularly the consideration given to the student awareness of tax targeted by social studies teachers is important when thinking about the direction of tax education. This is because both the awareness and knowledge of students or even more importantly the awareness and knowledge of the teacher will cause variation in the quality of a lecture. OPINION POLLS ABOUT TAX The tax awareness of university students targeted by social studies teachers We undertook a survey of the tax awareness of university students targeted by social studies teachers surveying students attending lectures on ‗the creation of social studies lectures that perceives a society from the structure of taxes‘ (59 second year students). Amongst the 9 areas surveyed was a question concerning the resistance to tax: ‗Question 2. Do you feel any resistance when contributing taxes‘? The

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Social Conservation based on Nation Character Building survey conducted in the first lecture on October 4, 2013 is taken to be the ex-ante survey (before lectures), while the survey conducted at the final lecture on January 31, 2014 was taken to be the ex-post survey (after lectures). The surveys were conducted by questionnaire with respondents asked to choose to choses the closest to their attitude from four responses (a lot, some, not much, not at all)fornine questions as well as providing reasons. The results of Questions1 to 9 are shown in the following Tables1 to 9. We summarize the overall trend by the following five points. One, (Question 1) The awareness of the necessity of taxes was the highest, with approximately 70% of students attending lectures having a strong awareness of the need for taxes.After the lectures, approximately 80% of students attending lectures had a strong awareness of the necessity for taxes. It was clear that all students attending lectures were aware of such necessity before and after that lectures. Two, (Question 2)No students attending lectures had a very strong sense of resistance to contributing to taxes either before or after the lectures. However, the number of students attending lectures that felt some resistance to contributing taxes increased by 6 after the lectures. We do a more detailed analysis of this point in the next paragraph. Three, in relation to (Question 3)whether or not taxes help society, (Question 4)do taxes have a close connection with your own lifestyle, and (Question 5) whether or not the respondent has any interest in the structure and use of taxes, the students attending lectures that indicated a strong awareness or interest rose from approximately 20 to 40% before the lectures to approximately 50 to 60% after the lectures. In addition, before the lectures 10 to 20% of students attending lectures did not indicate any interest in (Question 3), (Question 4), and (Question 5), but this dropped below 5% after the lectures. Four, (Question 6) in terms of Japan‘s tax system and whether or not you can propose something yourself, whereas only approximately 10% responded ‗somewhat possible‘ before the lecture, this rose to approximately 55% after the lectures, indicating a certain level of success from the lectures. However, even after the lectures, about 4% of the students attending lectures responded ‗not likely or impossible‘, so there is scope for improvement in this area. Five, in terms of (Question 7)whether or not tax tutorials are important, (Question 8)whether or not you want to teach students about the tax structure and society, and (Question 9)whether or not you want to lecture in cooperation with experts, approximately 70 to 80% of students attending lectures indicated strong affirmation after the lectures. From the above, we understand that social studies lectures with a focus on tax can boost the tax awareness of university students aiming to be social studies teachers in relation to the structure and use of taxes, the relationship between one‘s own lifestyle and tax, and the role of taxes. The lectures also heightened awareness about the importance of tax educationand the awareness of teaching about tax, and even in relation to cooperation with experts.However, an outstanding issue is the lack of progress made in relation to the ability to propose a future tax system for Japan by themselves. In addition, in terms of resistance when contributing taxes, there were more students attending lectures that felt some resistance when contributing taxes after lectures compared to before the lectures. We provide detailed analysis on this point in the following paragraph. Table 1 (Question 1) Do you think taxation is necessary for Japan‘s society? A lot Somewhat Not much 4-Oct-13(before) 42(71.2%) 17(28.8%) 0(0%) 31-Jan-14(after) 49(83.1%) 10(16.9%) 0(0%)

Not at all 0(0%) 0(0%)

Table 2 (Question 2) Do you feel any resistance when contributing taxes? A lot Some Not much 4-Oct-13 (before) 0(0%) 20(33.9%) 32(54.2%) 31-Jan-14 (after) 0(0%) 26(44.1%) 30(50.8%)

Not at all 7(11.9%) 3(5.1%)

4-Oct-13 (before) 31-Jan-14 (after)

Table 3 (Question 3) Do you think taxes help society? A lot Somewhat Not much 11(18.6%) 35(59.3%) 13(22.0%) 30(50.8%) 28(47.5%) 1(1.7%)

Not at all 0(0%) 0(0%)

Table 4 (Question 4) Do you feel a close connection between your own lifestyle and taxes? A lot Some Not much Not at all 4-Oct-13 (before) 23 (39.0%) 22 (37.3%) 13(22.0%) 1(1.7%) 31-Jan-14 (after) 31 (52.5%) 25 (42.4%) 3(5.1%) 0(0%) Table 5 (Question 5) As the sovereignruler and taxpayer, do you have any interest in the structure and use of taxes?

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Proceeding of 4th International Conference on Education and Social Sciences

4-Oct-13 (before) 31-Jan-14 (after)

A lot 22(37.3%) 38(64.4%)

Some 30(50.8%) 19(32.2%)

Not much 7(11.9%) 2(3.4%)

Not at all 0(0%) 0(0%)

Table 6 (Question 6)Could you make your own proposal for a future tax system for Japan? Very much possiSomewhat possiNot likely Impossible ble ble 4-Oct-13 (before) 0(0%) 8(13.6%) 29(49.2%) 22(37.3%) 31-Jan-14 (after) 2(3.4%) 30(50.8%) 26(44.1%) 1(1.7%) Table 7 (Question 7) Do you think tutorials on tax are important for social studies classes? Very important Somewhat imNot very important Not at all important portant 4-Oct-13 (before) 35(59.3%) 24(40.7%) 0(0%) 0(0%) 31-Jan-14 (after) 45(76.3%) 12(20.3%) 1(1.7%) 1(1.7%) Table 8 (Question 8)Do you want to teach students in social studies lectures about the tax structure and society? Very much Somewhat Not much Not at all 4-Oct-13 (before) 28(47.5%) 29(49.2%) 2(3.4%) 0(0%) 31-Jan-14 (after) 47(79.7%) 10(16.9%) 2(3.4%) 0(0%) Table 9 (Question 9)Do you want to lecture in cooperation with experts when you conduct social studies lectures in future? Very much Somewhat Not much Not at all 4-Oct-13 (before) 13(21.1%) 41(70.2%) 4(7.0%) 1(1.7%) 31-Jan-14 (after) 49(83.1%) 9(15.3%) 1(1.7%) 0(0%)

University Students‘ resistance to contributing taxes In terms of (Question 2), there were 20 students attending lectures Table 10 Reasons for responding some resistance to conthat responded they felt some retributing taxes sistance to contributing taxes before Before After Reasons(Multiple responses the lectures and 26 after. The reasons allowed) given indicate an increase in the sense Suspicions and distrust about the 11 13 that tax is taken, with suspicions and way taxes are used distrust about the use of taxes (Table I have resistance to the size of 4 1 taxes 10). This suggests there is a sense of I have resistance to putting out 2 3 resistance to contributing taxes bemoney cause suspicions and distrust about Resistance to increased taxes 1 0 the use of taxes have not been reI understand the necessity of solved. 2 3 taxes On the other hand, there were I understand that taxes are com1 0 32 students attending lectures that pulsory responded they felt some resistance to I feel it is being taken 0 5 contributing taxesbefore the lectures and 30 after. The reason with the Other 2 5 highest level of response was that there was no actual feeling about contributing taxes. In addition, the number of respondents who felt that contributing taxes is a matter of course and that payment of taxes is an obligation declined through the lectures and there was an increase in the number of respondents that understood the necessity of taxes and were satisfied by the use of taxes (Table 11). Although few in number, some had suspicions and distrust about the use of taxes, with a sense that tax is taken resulting in an increase in resistance to contributing taxes. There were seven students attending lectures that responded they felt no resistance to contributing taxes before the lectures, but this fell to three after the lectures. Various reasons were given for not feeling any resistance to contributing taxes before the lectures such as the lack of an actual sense that contributions were being made, an appreciation of enforced payment of taxes, an appreciation of the necessity and uses of taxes, and that it would affect them in future. However, after the lectures, only those persons who cited the reason as being an appreciation of the necessity and use of taxes responded that they did not feel any sense of resistance to contributing to taxes (Table 12).

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Social Conservation based on Nation Character Building

Table 11 Reasons for not feeling much resistance to contributing taxes Reason (Allowing multiple responses) Before After No actual sense of contributing taxes 14 12 Contributing taxes is a matter of course 10 2 I understand that taxes are compulsory





I understand the necessity of taxes





Suspicions and distrust about the way taxes are used





Resistance to increased taxes





I am satisfied with the use of taxes





I feel that taxes are taken





Table 12 Reasons for not feeling any resistance to contributing taxes Reason (Allowing multiple responses) Before After No actual sense of contributing taxes 2 0 I understand the necessity and use of taxes





I understand that taxes are compulsory





This will affect me in future





CONCLUSION What should be the focus of future tax education when Japan is heading for fiscal rehabilitation? We summarize the following three points taking account of previous studies and the practice of university lectures. First, is rediscovery of the truth of our society through tax education. This requires thinking about how to make improvements given the actual scarcity of ‗public‘ consciousness and ‗social solidarity‘ in Japan. Second, we need to rethink the problems of the ‗top down‘ and ‗externally imposed‘ tax systems by reflecting on our society from a historic perspective. Reflecting on the history of a nation of people that did not acquire the right to payment of taxes by themselves, means consideration needs to be given to the necessity of the ‗ethics of voluntary tax payments‘ that did not develop on the basis of citizens trying to help with the resources necessary for the nation. Furthermore, it is also important to rediscover and reevaluate efforts made within Japanese history to acquire a tax system from the ‗bottom up‘ or ‗internally‘. Third, from the perspective of future improvements to our society, we need to educate the sovereign ruler‘s awareness to think about tax problems to press forward on budget system reforms=political reforms. At that time, as noted in the statement of the university student that said the ‗proposed ‗the idea of tax being taken should not be eliminated by force, but this idea should be used as the starting point in future tax education‘, what is most required are lectures that delve deeply into the suspicions and doubts concerning the use of taxes. REFERENCES 1) 2) 3) 4) 5)

Naohiko Jinno ‗Lies about the commonsense of taxes‘Bungeishunju, 2013, p.77-78. Eisaku Ide ‗Japan‘s fiscal policy – guidelines for change‘Iwanami Shoten,2013, pp.2-34. Note (1)pp.92-94. Toru Morodomi ‗Why we contribute taxes – economic thought of taxation‘Shinchosa, 2013, pp.296-299. (6)Hideaki Tanaka2013 ‗Japan‘s path to fiscal rehabilitation and the budget system‘Chuokoron-Shinsha, pp.189193.

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Proceeding of 4th International Conference on Education and Social Sciences

BUILDING INTEGRITY FOR NATIONAL DEVELOPMENT Peter F. Walton Project Director Support to Indonesia's Island of Integrity Program for Sulawesi (SIPS), Canada INTRODUCTION First, I would like to thank the University and Pak Eko for inviting me to speak. I am honoured to participate at this workshop on the subject of ―Building Integrity for National Development‖. I hope that in some small way that I will be able to contribute to the discussion. Today I will approach this topic from the perspective of an ―orang asing‖ a ―bule‖ who has been privileged to live in Indonesia a total of more than 6 years, four of these years as the Director of SIPS Support to Indonesia‘s Islands of Integrity Program for Sulawesi. (This has pluses and minuses.) I will draw upon empirical data from two sources: Transparency International and our SIPS Survei Integritas. I will primarily speak to budaya pemerintahan – government culture. As recently as last October, many in Indonesia were elated at the election of the populist President Joko Widodo. Now, some six months later, the euphoria has subsided and a harsher light has been shed on the workings of the country‘s political elite and the power that they still wield. Recent events bring into question how quickly the country can break from established patterns of corruption and entitlement and move ahead in a more transparent and accountable manner. What are the necessary requirements to build a future different than the past in which the country lives its promise rather than dreaming about it?

SIPS PROJECT Briefly, what is Proyek SIPS? SIPS is partnership of the Governments of Indonesia and Canada. 4th Year of the SIPS Project (2011 - 2015), with funding support from DFATD Canada (formerly known as CIDA) and implemented by Cowater International, a Canadian management and development firm based in Ottawa. National Government partner is KPK (Corruption Eradication Commission). The overall aim is to identify, promote and disseminate governance practices that are transparent and accountable in 10 local governments in Sulawesi, with a focus on three areas of public services: Population Administrative Services, One Stop Service (Permits/Licensing), and Procurement of Goods / Services: (1) Propinsi Sulsel, Kota Makassar, Kabupaten Pinrang, Kabupaten Enrekang, Kabupaten Tana Toraja; (2) Propinsi Sulut, Kota Manado, Kota Bitung, Kabupaten Minahasa, Kabupaten Sangihe. 70% of our effort is directed towards improving public services and reducing opportunities for corruption at the sub-national government level in Indonesia. About 25% of our effort is directed towards strengthening the capacity of KPK‘s prevention division. The mandate of SIPS with respect to sub-national governments in Sulawesi is: Mandat SIPS sehubungan dengan pemerintah daerah di Sulawesi adalah: Reducing the opportunities for corruption through improving public service delivery ”pencegahan kesempatan untuk korupsi lewat perbaikan pelayanan publik” khususnya Kependudukan dan Catatan Sipil (Civil registration), PTSP (One Stop Service) and PBJ - Pengadaan Barang dan Jasa (Procurement). Partnering with KPK, SIPS targets institutional change. Bermitra dengan KPK, SIPS mentargetkan perubahan kelembagaan. Technical assistance is one part of this. Bantuan teknis adalah salah satu bagiannya. What we learned, however, is that the big part – the hard part – is shifting the paradigm, changing our mindset to view the role of government as one of service and to try to live up to the trust that the public places in us to serve that same public in an honest, transparent and competent way. Let‘s look at two data sources: Transparency International and SIPS.

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Social Conservation based on Nation Character Building

Figure 1. Corruption Perceptions Index 2014 What have we learned? Key prerequisites Unlike many projects focused on the improvement of specific services, SIPS improves public services as a means to an end - we are more broad in our orientation. We provide a forum for open discussion where it is OK to acknowledge corruption and to ask how can we work together to hange this. Though our 4 years of practice, the meetings, the discussions, the observed behaviours: What one concludes is that there is an integrity deficit in Indonesia. What are the prerequisites for building integrity? First and foremost – the need for a mindset shift 1. The need to put the interest of community and country above personal rewards - care for the ―other‖ 2. Overcome a strong sense of entitlement – needs to be challenged 3. Building a constituency (Change doesn‘t happen on its own; can be driven from above or below) - the importance of building a ―constituency of the committed‖ who demand better from their government – also the public, the community 4. Transparency: political decision-making, meetings of the DPR and DPRD, budgets, public expenditures, contracts, salaries 5. The need to internalize versus externalize – what is right and wrong has to come from within 6. Strengthen the pillars: polisi, AG, the courts (judicial system). KPK has powers beyond those of many international anti-corruption agencies (e.g. prosecutorial) because the other pillars – the key elements of a fair and just society – are weak 7. The importance of role models/champions e.g. Pak Ahok Gubernur Jakarta, Bu Risma Walikota Bandung - Key actors need to understand their role as agents of change (elected officials, high profile individuals) 8. Reducing the ―grey‖ e.g. conflict of interest g/L from Singapore and Canada make clear that there can be no personal gain from a public position – in Indonesia either unclear or unenforced 9. Starting early – education – inculcate values (when teachers are paid to give high marks, when judges are paid for favourable decisions, when jobs with government and the police can be bought for IDR 100-200 juta – where are we?) CONCLUSION Projects such as SIPS help to reveal the extent to which public funds are misappropriated and individuals enriched at the expense of community goals and investments in health, education, infrastructure and social development. The project also revealed that more than technical assistance and training was needed. Shifting the paradigm is essential. I have tried to highlight the ―integrity deficit‖ in government and champion the need for shifting the paradigm - changing our mindset - (pergeseran pola pikir) if Indonesia is to build trustworthy public institutions, realize its full potential and provide a solid social, economic and

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Proceeding of 4th International Conference on Education and Social Sciences environmental framework to enable its citizens to lead safe, healthy and productive lives. I have suggested some key prerequisites for building integrity for national development. Change is incremental. Each of us has a part to play. One step, one action, one inspiration at a time. Thank you

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Social Conservation based on Nation Character Building

MODERN ROLES OF HISTORY LEARNING IN SOCIAL STUDIES Takeshi Tsuchiya Professor, Aichi University of Education ABSTRACT Japan‘s educational system is standardized in accordance with the curriculum guidelines issued by the government. In the 1989 version of the curriculum guidelines, the following four viewpoints have been incorporated into the system for assessment of learning, namely, ―interest, will, and attitude,‖ ―thinking and judgment,‖ ―utilization of materials and expression,‖ and ―knowledge and understanding.‖ These capabilities are also expected to be nurtured through history education. These four viewpoints have been revised into ―interest, will, and attitude,‖ ―thinking, judgment, and expression,‖ ―skill,‖ and ―knowledge and understanding‖ in the 2008 version of the guidelines. A major point of improvement is the adoption of the principle that―thinking and judgment‖ requires ―expressive ability,‖ and therefore these three qualities have been put together as one criterion.The adoption of the criterion-referenced evaluation system for history education in Japan represents a major change in historical learning theory. Evaluating a child‘s or a student‘s ability based on the viewpoint of ―thinking, judgment, and expression‖ requires carrying out learning activities pertaining to these processes. In other words, it calls for a type of learning that is not merely based on the student sitting and passively listening to the teacher‘s lecture and copying the teacher‘s notes on the blackboard. Thus, the government curriculum guidelines stipulate the evaluation of learning not only from the point of view of ―knowledge and understanding,‖ but also based on the student‘s ability to make use of available materials, form their own thoughts, and express them. And the guidelines clearly say that these activities should also be carried out in history education. In other words, learning activities involving the search for information (materials) and the evaluation of the value of the materials have now become even more important activities in history classes. More research, therefore, is needed on interpretation type history learning, as a necessary educational method for teaching history in today‘s classrooms. Keywords: history learning, social studies

INTRODUCTION: PROBLEMS OF MODERN JAPAN Although problems related to the decrease in the number of children and declining population have been the subject of long years of discussions, they have particularly becomethe subject toheightened discussions in 2014. In projections published by the National Institute of Population and Social Security Research in 2013, by 2040, the population in all prefectures is foreseen to fall below the population level in 2010, whereinalmost half of the municipalities will havethe 65-years-or-older population at more than 40% of the entire population. In an article submitted by the former Minister of Internal Affairs and Communication, Hiroya Masuda, entitled ―Extinction of the Regions‖ (Chuko Shinsho, August 2014, in Japanese), data showed that based on the projected numbers of the young female population, 896 municipalities are facing the danger of extinction. Faced with becoming a super multi-cultural society, the children of Japan are in for a heavy responsibility never before experienced in history.If Japan will not follow the immigration policies adopted by Europe and America, one person will need to earn twice the current income level and pay twice the current amount of taxes in order to support the elderly and the children. In other words, the time will come wherein wewill need to develop high-value products that will provide twice the profit levels of today, build companies that are able to acquire wealth from the world using advanced technologies, and provide education to train a generation of individuals who are able to build a society that can sustain and not abandon the elderly members of society. This means that the children of today will have to face challenges never before faced by adults. Even if Japan will aggressively adapt open immigration policies, it willalso mean that the future leaders will be faced with never-beforeexperienced problems inherent to a super multi-cultural society. In other words, in the near future, our children will have to solve problems that cannot be solved by the current approaches to solving social problems. PRESENT SITUATION OF EAST ASIA AND HISTORY LEARNING IN SOCIAL STUDIES In Japan, students learn about history in Social Studies. I carry out research on "interpretation type history learning," an approach to learning where students of history interpret the past.This approach holds that there is no absolutely correct interpretation of history. The answer to the question of ―what is the correct interpretation of history?‖ is a major topic of discussion among East Asian nations. For example, when I speak at conferences in Korea or China and assert that "history is how we interpret it,‖ I get

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Proceeding of 4th International Conference on Education and Social Sciences criticized that I am hiding behind sophistry as a way to deny the mistakes committed by my own country in the past. In the lecture given by Won Soon Lee, the former Chairman of the National Institute of Korean History, in 1992, he made the following comment regarding the historical consciousness of the Japanese people. ―During the ceremony commemorating the atomic bombing of Japan, Japanese blame the Americans for the bombing, but they avoid the issue why the tragedy happened and refrain from reflecting on the factors that led to it. And although they assert that the use of nuclear weapons should never be allowed, Japan‘s ―No more Hiroshima‖ mentality should expand into a historical consciousness that it is not just about Japan, wherein the Japanese people should realize that the very act of conquering other countries was wrong. If this happens, trust towards modern Japanese would deepen and Japan would gain higher international respect.‖ (Lee, 1994: 192). In other words, he is saying that Japan should first admit that the nuclear attack on Hiroshima and Nagasaki was a result of Japan‘s invasion of Asia before it makes assertions for the total abolition of nuclear weapons. In my hometown, Nagasaki, we have been denouncing the bombing from a victim‘s point of view, in efforts to preventhaving atomic bomb casualties ever again. However, for America, China, and other victorious nations of World War II, the bombing was an event that affirmed the surrender of Japan, who was an aggressor in the war. It took twenty years since the time Won Soon Lee made the above statement before today‘s Peace Declaration in Hiroshima and Nagasaki came to include an admission of Japan‘s responsibility for damage caused to other Asian nations. Also, the history of modern Japan being an assailant of war is now mentioned in history books in Japan. I feel, however, that it still remains to be seen whether this part of history is properly taught in schools. I still cannot affirm with full confidence whether Japan is actually implementing a history education that will put us in a position to denounce nuclear weapons, from a universal perspective and with a theoretical basis, including an acknowledgement of our role as perpetrator of the war in history. CHANGES IN GOVERNMENT CURRICULUM GUIDELINES AND INTERPRETATION TYPE HISTORY LEARNING Japan‘s educational system is standardized in accordance with the curriculum guidelines issued by the government. In the 1989 version of the curriculum guidelines, the following four viewpoints have been incorporated into the system for assessment of learning, namely, ―interest, will, and attitude,‖ ―thinking and judgment,‖ ―utilization of materials and expression,‖ and ―knowledge and understanding.‖ These capabilities are also expected to be nurtured through history education. These four viewpoints have been revised into ―interest, will, and attitude,‖ ―thinking, judgment, and expression,‖ ―skill,‖ and ―knowledge and understanding‖ in the 2008 version of the guidelines. A major point of improvement is the adoption of the principle that―thinking and judgment‖ requires ―expressive ability,‖ and therefore these three qualities have been put together as one criterion.The adoption of the criterion-referenced evaluation system for history education in Japan represents a major change in historical learning theory. Evaluating a child‘s or a student‘s ability based on the viewpoint of ―thinking, judgment, and expression‖ requires carrying out learning activities pertaining to these processes. In other words, it calls for a type of learning that is not merely based on the student sitting and passively listening to the teacher‘s lecture and copying the teacher‘s notes on the blackboard. (Ministry of Education, Culture, Sports, Science and, 2010). Thus, the government curriculum guidelines stipulate the evaluation of learning not only from the point of view of ―knowledge and understanding,‖ but also based on the student‘s ability to make use of available materials, form their own thoughts, and express them. And the guidelines clearly say that these activities should also be carried out in history education. In other words, learning activities involving the search for information (materials) and the evaluation of the value of the materials have now become even more important activities in history classes. More research, therefore, is needed on interpretation type history learning, as a necessary educational method for teaching history in today‘s classrooms. A characteristic of ―interpretation type history learning‖ is the process of having students go through a simulation experience in interpreting history as a historian (experience as a historian). The reason this is important is because, as mentioned above, the children, in whose hands the future lies, willhave to solveinsurmountable problems in the future. An education wherein children are taught to learn the ―correct history‖ as determined by adults, will not give them the capability to solve extremely difficult problems in the future. Providing the children with experience of becoming historians, wherein they independently investigate, think, and depict the past, will build their ability to think of the future based on the past and nurture literacy about a diversely depicted history. It will also foster tolerance to others of a different point of view and will enhance international communication skills with our neighbors in Asia, with whom we expect to interact more deeply in the future. ―Interpretation type history learning‖ requires at least the following three activities: (1) Thinking from different perspectives; (2) Dialogues among learners; (3) Judging of values (Shuppan, 2011; 2013)

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Social Conservation based on Nation Character Building REFERENCES Lee, Won Soon. 1994. ―Towards a favorable Korea-Japan history education,‖ in Aoki Shoten. Japan‘s history from the point of view of Korea‖. Shimane University Faculty of Education. Ministry of Education, Culture, Sports, Science and Technology. 2011. Notice regarding revisions to the learning evaluation and curriculum guidelines for elementary, junior and senior high schools, and schools for special needs education. Shuppan, A. 2011. Recommendation for interpretation type history learning -Social Studies history emphasizing dialogues. -------. 2013. Possibility of a common history learning for Asia – historical study of interpretation type history learning

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Proceeding of 4th International Conference on Education and Social Sciences

THE POSITION OF WOMEN IN CHARACTER EDUCATION Tri Marhaeni Pudji Astuti Professor in Sociology and Anthropology Department, Faculty of Social Sciences, Semarang State University

ABSTRACT Observing the theme of the seminar is given on ―Contributions of Women in the Character Building‖, at least there are three things that crossed in my mind. First, whether because women considered not play a role in character building, then this theme needs to be raised? Second, or even the role of women is very central and strategic recognized in the characters building, so the need to make? Third, why should women? Is not the process of formal, informal, and nonformal is a shared responsibility between parents, community, and school? Based on three questions that I conclude with full consciousness, why the role of women is very important in the character building. Social construction that apply to most people in Indonesia are still "require" or reposition the role of women in the domestic sphere, and men in the public domain. With this construction, the early parenting is the responsibility of women. Keywords: woman, character education

INTRODUCTION Observing the theme of the seminar is given on ―Contributions of Women in the Character Building‖, at least there are three things that crossed in my mind. First, whether because women considered not play a role in character building, then this theme needs to be raised? The second, or even the role of women is very central and strategic recognized in the characters building, so the need to make? Third, why should women? Is not the process of formal, informal, and non-formal is a shared responsibility between parents, community, and school? Based on three questions that I conclude with full consciousness, why the role of women is very important in the character building. Social construction that apply to most people in Indonesia are still "require" or reposition the role of women in the domestic sphere, and men in the public domain. With this construction, the early parenting is the responsibility of women.

WOMEN AND CHARACTER VALUES Character values of the nation, as in the Law on National Education System, contains 18 character value. Basically the character values that include kindness, honesty, exemplary, responsibility, tolerance, and self-reliance. Character values associated with goodness and moral guidelines that are believed to truth and goodness, and then generate a strong desire to make it happen (Astuti, 2014). Humans equipped with two equal powers, namely the positive and negative forces. Two powers that opens opportunities every human being to be the "good guys" or "bad guy" is as much, depending on how the level of maturity itself in determining the choice of behavior. Maturity themselves highly dependent on the experience passed since childhood. Be good or bad could happen at any moment, anytime, anywhere, and to anyone. At home, at school, on the street, in the market, or even in a house of worship even though, humans could have slipped or tempted to do evil. To that end, parenting and education the most important element in building the personality and human civilization. Good habits and learning atmosphere greatly contributed to the personality building (Anas, 2013). Character values that start early is what makes the role of women is very important in the next character building, because the social construction of parenting early still in the hands of women. With social construction as such, it becomes very feasible when most people also hegemonized by the social construction. The implication, many seminars and discussions in various forums that they consider important to the theme and the role of women. The question then arises, then how when time advances presenting the phenomenon that women not only in the domestic but also world entered the public world? Who else should be responsible for the character education? Are fixed on the shoulders of women? Or the joint responsibility of the parents, both father and mother?

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Social Conservation based on Nation Character Building FAMILIALISM IDEOLOGY Familialism ideology elaborated on the assumption in society that women are -- in Java terminology -- nrima figure, always by: from caring for a child up to serve her husband. In some growing discourse in society, it is not wrong when asked about the ideal female figure, the answer is "as a mother and a good wife" (Abdullah, 1997). As a wife and mother she should always be obedient and to be beside her husband and children and encouraging her husband's success. Such a blueprint to develop and participate perpetuated by institutions and institutions that exist in society, thus affecting not only the perspective by men against female figures, but also women themselves in looking at the figure of himself and take place in various social processes in society (Astuti, 2011). Presumably, the picture could not be maintained continuously in absolute terms, given along with the progress of time many women out of the house to work for a living, for the sake of the household economy. At the next level started growing phenomenon: there are also women working outside the home because of aspiration and self-actualization. Women's choice to work to bring the various implications. Working world which has always been considered to belong to the world of men as the public begins to get "residents" of the new name is woman, who has always assumed "inhabit" the world's domestic or "home". Of course, this shift will bring a variety of impacts on women, men, and society in general. Classic problem then arises as to the involvement of women in the workplace is how women can still perform the role as mother and wife when she worked; whether the public world is ready to accept the presence of women in the world of work; whether the existing workforce is conducive for women, which ultimately we have encountered many discriminations against women in the workplace. Many cases that we often read and hear in the media, which shows how "outside the home" is a place that is unsafe and uncomfortable. Insecurity world of work is a fact that can be observed in various places and cases. Gender roles has always been attached to the women began to find redefinition when women can not continue to be at home to fully care and child care, and serve her husband. Therefore, it becomes very complicated when we expect women to play a multirole once. Women then become superwoman ideal that has the capacity to fill the domestic field perfectly, also with good public field. The ideal women who work and earn money, but also can handle household affairs, neglected children and her husband; then he gets praise from the surrounding community. But when one of these falls short, immediately burst variety and gossip will be addressed to the woman. The position of men in that context does not seem likely to be sued, as if there is nothing to blame the man in the position of the dominant group over the years. With the increasing number of women out of the house, there will be changes to working patterns in the household. Blue-print that had been attached strong will experience reconceptualization in accordance with the conditions and changes in society (Astuti, 2012 b). Already we should not expect too much on women to be superwoman, considering it's time we socialize the values that society also needs to do a reconstruction of the roles of women and men in balance without having to exploit each other. Women no longer be a figure of submissive, obedient, and remain silent in the house, but had started globally oriented, out of the house, and a woman who works and independent. These changes should also be followed by a variety of general redefinition related, for example, how the world community work, and household interpret the figure of a woman who was looking for his identity. How institutions work and domestic institutions in accepting this fact is very important to observe, not to women who are in search of identity becomes insecure outdoors while inside the house he or she felt "uncomfortable" anymore because it already stepped outside the house (Astuti, 2012 a)

WHO‘S RESPONSIBLE IN CHARACTER EDUCATION? Actually women entering the workforce is a classic problem that at any time appear and always "reprinted" whenever there is a discussion about the inclusion of women in the public sector. Society had already pulled two different poles. Polar world of work belonging to the public as a man full of achievement and ambition. Another one is the household's domestic pole belonging to women who work and social care, and is considered not prestigious. So when there are women who are entering the workforce, the classic question always arises: how women can perform the role as wife and mother when she worked outside the home? While the same question never arises when there are men who work outside the home, even home until late at night though.

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Proceeding of 4th International Conference on Education and Social Sciences Perspective of familialism ideology open discourse that character education should be a shared responsibility between parents, community, and government. Parent means the father and mother. Then if the family institution no longer be sacred to the inheritance of the noble values through socialization marital towards future generations? Is the family institution is no longer capable of being filter values or norms that are not good, so pass on noble values alone? Or is religious values in the family is now only meant as a make-up? How sad to look at cases of corruption today, which increasingly involve the family. Being highlighted as the top issue in the country is a scandal involving Governor of Banten Ratu Atut Chosiyah and her family. Then more recently, also Karanganyar Regent Rina Iriani Ratnaningsih, after her ex-husband Tony Hartono Iwan prosecuted. Alquran procurement corruption case involving Golkar Party politician Zulcarnean Djabar with his son Dendy Prasetyo. Former Democratic Party Treasurer Muhammad Nazaruddin and his wife Neneng Sri Wahyu also hit penalty. Next, after the former Democratic Party Chairman Anas Urbaningrum a suspect in the Hambalang scandal, his wife Layla Athiyah also being targeted by the Corruption Eradication Commission (KPK). In the case of meat import quotas, the Chairman of the Advisory Board of the Prosperous Justice Party Hilmi Aminuddin several times called as a witness along with his son, Ridwan Hakim. In fact, inheritance value through socialization marital or family institution is still the most powerful medium to transform the value in the next generation. Or is it because it is the most powerful tool that is then "socialize the values of corruption" in the family or future generations? Sometimes I think, whether the perpetrators of corruption does not think of the feelings of the descendants and extended family? Or precisely because of "shared values" are the same, then it is not a problem anymore? Because socialization will be transformed value on each individual. And, a person's personality is influenced by the culture in which people are living. In other words, personality is the internalization of culture (Linton, 1940). If the theory is still valid until today, imagine how horrified the corrupt offspring. Do not unthinkable that they have inherited and socialize values degrading and embarrassing? Say, do not need to theorize that grandiose, according to the logic alone: it would be sad when the family as an institution is first and foremost shaping the personality of the next generation, instead passing bad values. Examples cases of "corruption with family" that give an idea of the neglect of character education. That is what must knock collective consciousness that requires character education along with the role of the elements in the family. Not only the responsibility of mother, father, and elements of the family. In the philosophy of Java, grindstones pattern-compassionate-care -- asah-asih-asuh -- may be an important dimension in character education.

REFFERENCES Abdullah, Irwan. 1997. Sangkan Paran Gender. Yogyakarta: Pustaka Pelajar. Anas, Zulfikri. 2013. Menanamkan Nilai-Nilai Antikorupsi dalam Pembelajaran Inovatif berdasarkan Kurikulum 2013. Makalah disampaikan dalam seminar Pendidikan anti Korupsi Pusat Kurikulum Kementerian Pendidikan di Hotel Arsya Duta tanggal 12 juni 2013. Astuti, Tri Marhaeni Pudji. 2011. Konstruksi Gender dalam Realitas Sosial. Semarang: Unnes Press. Astuti, Tri Marhaeni Pudji. 2012 a. ―Perempuan Setengah Laki-Laki‖. Harian Suara Merdeka tanggal 18 Januari 2012 Astuti, Tri Marhaeni Pudji. 2012 b. ―Superwomen dalam Gugatan Familialisme‖. Harian Suara Merdeka tanggal 15 Februari 2012. Astuti, Tri Marhaeni Pudji. 2013. ―Sosialisasi Marital Korupsi‖. Harian Suara Merdeka tanggal 19 November 2013. Astuti, Tri Marhaeni Pudji. 2014. ―Nilai-nilai Sosial Pendidikan Karakter dalam Kurikulum 2013‖. Makalah disampaikan dalam Seminar Nasional Konservasi dan Peningkatan Kualitas Pendidikan, diselenggarakan oleh Unnes pada 15 Maret 2014 Linton, R. 1940. Acculturation in Seven American Indian Tribes. Gloucester, Mass: Peter Smith

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Social Conservation based on Nation Character Building

THE ROLE OF SOCIAL STUDIES IN STRENGTHENING SOCIAL CONSERVATION: PROFILING STUDENTS AS SOCIAL ACTORS Udin S. Winataputra1 & Riza Alrakhman2 1)

Professor in Social Studies Curriculum and Instruction Universitas Terbuka 2) Lecturer in Social Studies-Civic Education, FKIP-Universitas Terbuka ABSTRACT

It is generally accepted that the primary purposes of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens and social actors of a culturally diverse, democratic society in an interdependent world. This article explore the importance of seting up the ideas on how should social studies be in the future, so it will become a powerfull social conservation for all young Indonesian generation. In discussing the ideas of the powerfull social studies for Indonesia a Powerfull Social Studies paradigm of the National Council for the Social Studies is revisited as a frame of thinking, Keywords: social studies, reasoned decision, powerful social studies, social concervation, democratic society, social actor

INTRODUCTION: WHY WE NEED SOCIAL STUDIES? It is generaly known that what so called social studies and its similar term used, has been a part of education in any country. Constitutionally, as said in the Educational Act No. 20/2003 concerning the National System of Education (Article 3), there are three functions of national education, namely: (1) developing potentials also called heredity, aptitudes; (2) building character and nation‘s civilization i.e. smart and good citizenship; and (3) building the intelligent nation i.e. capability to live and develop it‘s wellbeing sustainably. Substantively, the whole efforts to substantiate it‘s function of education in such a way, then education is basically intended to facilitate the development of learners in order to become individual human being who believes and obeys the rules of the One God Almighty; has respectable manner; be healthy; be knowledgeable; be skillful; be creative; and become a democratic and responsible citizen‖. All aspects of the ideal Indonesian human beings elaborated above, need to be substantiated holistically through informal, non-formal, and formal education. It is for that mission that the Indonesian education should be treated both as a life-long developmental and cultural processes. Continuous efforts to carry out the ideas behind the heart of the article of the Act,, historically have been undertaken since Indonesian Independence in 1945. Nevertheless, until recently the government as well as people of Indonesia are still struggling to cope with an increasing number of complex educational problems. These problems can be considered under four heading, namely those related to the: qualitative aspects of education, quantitative aspects of education, relevance of education, and efficiency of education. One of the most significant effort, which has been considered as a crucial thing to be a continuous development of school curricula. Major changes in school curricula have taken place during the decades through the Development School Pilot Poject (Proyek Perintis Sekolah Pembangunan = PPSP), and the standardization of non development school curricula, that were the 1975, 1984, 1994, the try-out 2004, the 2006 curricula, and the new 2013 curricula for elementary, secondary and high schools using a model of competency-based curricula.

HOW EXPERTS TELL US ABOUT THE IDEAS OF SOCIAL STUDIES IN GENERAL To borrow the NCSS Social Studies paradigm (2000) it can be accepted that the core mission of social studies education is developing civic competence. NCSS has consistently studied trends and problems of social studies over a century (1880-1994) and has finally come up with the academic and pedagogical consensus, as it was depicted in ―Curriculum Standards for Social Studies: Expectations of Excellence‖, which defines the social studies in the following way.

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Proceeding of 4th International Conference on Education and Social Sciences Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purposes of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world‖.

This definition clearly emphasizes that citizenship education has been placed as the core of ―social studies‖ with the main objective ―to promote civic competence‖, and ―to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society, in an interdependent world‖- so they have to become intelligent social actors which an education system need to conserve. Such a holistic view illustrates that there has been an intertwinned and integrated missions of both social studies education and citizenship education. So, both the concept of intelligent social actor in social studies, and good and smart citizenship in civic education cannot be separated from one to another. In fact those qualities must be developed in and for any individual student through contextual and effective education processes. It is understood that social studies education and civic education do share the same committment, i.e., education for democratic citizenship and social well-being. The relationships of ―citizenship education‖ and ―civic education‖ and ―social studies‖, can be identified by two main views. The first view sees ―citizenship education‖ and ―civic education‖ as an integral part of ―social studies‖, and second views ―citizenship education‖ and ―civic education‖ as the essence of ―social studies‖. The evolutionary development of ―social studies‖ in USA, both at conceptual and praxis levels have been identified by three pedagogical dimensions i.e ―social studies‖ taught as ―citizenship transmission‖, as ―social science‖, and as i ―reflective inquiry‖.(Barr et al: 1977;1978)― The ―citizenship transmission‖ has been known to be the oldest tradition in social studies emphasizing that ―adult teachers possess a particular conception of citizenship that they wish all students to share‖. This means that students should be geared to get knowledge as ―self-evident truth‖ and consequently teachers should deliver all wellevidenced and well-tested knowledge which will be used later to sustain the progress of community life. The ―social sciences‖ tradition has been supported by historians and social scientists for the purpose of developing students‘ competence to understand and build knowledge, to use methods, and utilize skills related to any social science disciplines functioning as vehicle in being the effective citizens and social actors. The proponents of this tradition believe that any social science discipline has specific approach which can be used to train citizens how to see the world from the eye of that discipline. This tradition stresses the mastery of methods rather than facts and concepts of social sciences, as intentional efforts to facilitate the citizenry‘s roles. Finally, the ―reflective inquiry‖ tradition, has basically emphasizes the way to train students how to make well-informed and reasoned decisions in socio-political context on the the basis of the assumption that democracy requires all citizens to take active participation in public decision making with full responsibility.

WHAT ARE THE CHALLENGES FOR INDONESIAN SOCIAL STUDIES IN GLOBAL ERA? Entering the 21st Century all efforts to develop individulals for the future was stimulated by the ideas of the 21st Century skills. It reflects that it is time for any educational efforts to educate young generation not for today, but actually for the future. It seems those concerns have become ―...one long global conversation‖, as Trilling and Fade (1999: xxiii) say. It was argued that ―...the world has changed so fundamentally in the last few decades that the role of learning and education in day-to-day living have also changed forever‖. So, they emphasize that skills needed in the past i.e critical thinking and problem solving are even more relevant and strongly needed today as skills learned and practiced in everyday life. Pedagogically, there are four questions to be answered. (Trilling and Fade (199 9: xxiivxxv), as follows. 1. What will the world be like twenty or so years from know when your child has left school and is out in the world? 2. What skills will your chiild need to be successful i this world ypu have imagined twenty years from now? 3. What were the conditions that made your high-performance learning so powwerfull? 4. What would be learning be like if it were designed around your answaers to the first three questions? To adapt all for questions for Indonesian social studies education, the writer as a teacher educator

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Social Conservation based on Nation Character Building formulate the following questions. (Trilling and Fade;1999, modified Winataputra:2015) 1. What will the world and Indonesia be like twenty or so years from know when our child has left school and is out in Indonesian and the world? 2. What attitudes, knowledge, and skills will Indonesian chiild need to be successful in Indonesia and this world we have imagined twenty years from now around the year 2035? 3. What were the educational conditions that made our high-performance learning so powerfull? 4. What would be learning be like if it were designed around our answers to the first three questions? Let us see all four questions in the following ways. 1. What will the world and Indonesia be like twenty or so years from know when our child has left school and is out in Indonesian and the world? One of considerations for Indonesian National education to cope with for the futurea is a demographic consideration. The following is the illustration of demographic challenge for Indonesian education system to cope with. (After Ministry of National Education and Culture:2013)

Figure 1: Democatic Bonus (After Ministry of National Education and Culture:2012) 2. What attitudes, knowledge, and skills will Indonesian child need to be successful in Indonesia and this world we have imagined twenty years from now around the year 2035? It is universally acknowledged that living in the 21st century era need special attitudes, knowledge, and skills relevan and compatible with challenges confronted in such new ways of life. Based on studies on the readiness for work criteria of students graduating from school Thrilling and Fadel (2009: 7) conclude that ―...school graduate are sorely lacking in some basic skills and a large number of basic skills, suc as Oral and written communication, critical thinking and problem solving, Professionalism and work ethic, Teamwork and collaboration, Worning in diverse teams, Applying technology, and Leadership and project management.‖ It seems also to the case for Indonesia.Therefore Thrilling and Fadel (2009: xxvi)) suggested the following skills need to be developed in education.  Learning and innovation skills, i,e. Critical thinking and problem solving, Communication and collaboration, Creativity and innovation;  Digital literacy skills,i.e. Information literacy, Media Literacy, Information and communication technologies (ICT); and  Career and life skills, i.e. Flexibility and adaptability, Innitiative ang self direction, Social and cross cultural interaction, Productivity and accountability, and Leadership and responsibility. 3. What were the educational conditions that made our high-performance learning so powerfull? Considering all challenges faced by the national Educational System, both internally and externally, Ministry of Education and Culture has set up the following three main national strategies.

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Proceeding of 4th International Conference on Education and Social Sciences a. b. c.

Increasing the effectiveness and meaningfulness of learning by way of improving teaching and learning process through the application of various modes of active learning. Extending the length of stay in school around 2-6 hours per week in order to facilitate students to get various learning experiences leading to the improvement of the effectiveness of teaching. Extending the 9 year compulsory education (Primary and middle school education) introduced beginning 1994, with universal high school education to which will be introduced step-wisely beginning 2013. So the length of schooling later should gradually become 12 years.

The following figure describes a conceptual framework designed for improving learning in Indonesian education.

Figure 2: Basic Strategy for the betterment of Indonesian Education Why do we need to increase the effectivess and meaningfulness of learning? Learning as defined by Kolb (1986) is quite relevant for and challenging to be a focus of learning imprvement. It is understood and agreed that education is a process of building knowledge through transformation of experience. It means that the improvement in students‘ learning experiences will significantly contribute to the quality of students‘ competencies. So systematic efforts need to be done in order that learning experiences the students actively involved in will get more effective and meaningful. Such condition need to be cretaed and sustained in order that any student would achieve his/her execellence progressively. At school level comprehensive and collaborative efforts need to be done to make sure that learning environment as well as school management and leadership are contributive to student learning. The extension and enhancement of today‘s 9-year compulsory education were considered a felt-need for the future Indonesia through promoting equal access to quality education. The introduction of 12-year universal education which has been publicly informed for the future policy of the Ministry of Ecucation and Culture. Recent curriculum development, i.e. The Curriculum 2013 has been designed to iimprove the effectiveness and meaningfulness of learning. The whole design for increasing the effetiveness and meaningfulness of learning is depicted in the following figure.

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Social Conservation based on Nation Character Building

Figure 3: Basic Design for Increasing the Effectiveness and Meaningfulness of Learning 4. What would be learning be like if it were designed around our answers to the first three questions? To understand the future of education in Indonesia we need to seek the answer of the question what should be the role of education in the 21st Century? To do so, I share with Thrilling and Fadel (2009;15-19) who believed that the world has become ―...a newly flat world of connected knowledge work, global market, telelinked citizens, and blended cultural traditions. Therefore, education should play the following importan roles: contributing to work and society, fulfilling personal talents‖, fulfill civic responsibility , and carrying forward traditions and values. To conntribute to work and society anyone should learn ―...the core content of field knowledge‖ and mastering ―... a broad portfolio of essential learning, innovation, technology, and career skills needed for work and life‖. To fulfill personal talents students should be prepared for learning and developing ―...skills in thinking, communicating, and using digital devices.‖ In order to fulfill civic responsibility, access should be give to children to expand diverse knowledge and skills in democratic decision making. Whereas, to be able to carry forward traditions and values students need to learn ―...the core principles and traditions of a field knowledge and blending these with the knowledge and practices to invent and introduce new knowledge, new services, and new products needed in the 21st Century.‖ Considering all ideas mentioned earlier, the Indonesian Government has made a national policy to develop the 2013 Curriculum which is basically intended for improving the 2006 Curriculum to suit to all new challenges for future Indonesian education in approaching the 100 year Indonesian Independence in 2045. In fact he process of curriculum development is also supported by the assessment of the existing 2006 Curriculum. The whole process is depicted in the following Figure.

Figure 4. Conceptual Framework for Developing Exit Competencies

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Proceeding of 4th International Conference on Education and Social Sciences

(After Ministry of Education and Culture;2014) Figure 5. Core Competencies in Elementary School It is agreed that the Exit Competency Standard (ECS) (Standar Kompetensi Lulusan = SKL) functions as a minimum requirement for students to fulfill at each level of schooling exit measure. Conceptually, the ECS do relate to all of the essences of the national educational goals pronounced exhaustively in the National Educational Act No. 2/2003. The ECS functions as a yardstick for scaling down the essence of education and the specifying each School Level and Grade Level Core Com-

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Social Conservation based on Nation Character Building petencies or CC (Kompetensi Inti or KI), and Basic Competencies or BC (Kompetensi Dasar or KD). Derived from the ECS) the CC consists of four clusters of psycho-social aspects that interact interdependently and coherently to produce integrated desirable personal qualities, i.e: (After Ministery of National Education and Culture:2012): Cluster One (KI 1): spiritual-based affective competencies to deal with ability of individual to accept, internalize, and apply all goodness derived from religious creed and norms. Cluster Two (KI 2) : socio-cultural-related affective competencies to deal with the ability of individual to accept, internalize, and apply all character derived from the Great Ought Pancasila (The Five Principles) in related environment. Custer Three (KI 3): knowledge-based competencies to deal with abilities of individual to recognize, comprehend, apply, analyze, evaluate: natural, social, cultural, political, technological dimensions of life at local, national, and international spheres. Cluster Four (KI 4) skills-based competencies to do with intellectual, social, and kinestetic abilities i.e: observe, question, associate, apply, present, reason, create;, read, write, model, map out, modify, use, create: cooperate, and collaborate. In the following two Tables are samples of Core Competencies for Elementary School. It looks that such competencies clustering has synthesized all taxonomy ideas of educational objectives, such as the earliest Bloom Taxonomy of Cognitive Domain (1956) and Revised Andersen Taxonomy of Cognitive Domain (2004), Kratwohl Taxonomy of Affective domain (1962); Sympson Psychomotor Domain (1967), the 21St Century Skills and The Marzano‘s New Taxonomy (Marzano dan Kendall:2007) The introduction of CC is intended to refocus the whole dimension of all learning areas within the curriculum system to be consistent and coherent with the attainment of the Indonesia Educational goals. It was not the case for the 2006 Curriculum which instead of having CC as integrator of all curriculum and instructional processes, it held Competency Standard or CS (Standar Kompetensi=SK) of each of all learning areas as each subject catalyst for mastering the Exit Standard Competencies. It is argued that in order for curriculum to attain the 21st Century Schools missions, or promoting Indonesian education for 2045 challenges, decision on of CC is very strategic. Conceptually and instrumentally, the whole curriculum organization and learning paradigm was described in the following Figure.

(After Ministry of National Education and Culture: 2012) Figure 6, Conceptual Paradigm of Curriculum 2013 In the Indonesian National System of Education (Republic of Indonesia:2003) the terms stream, stage, and form of education are legally settled. There are three streams of education, i.e. formal, non-formal, and informal education. Within the formal stream there are three stages of education, i.e. primary school education to include primary school and middle school; high school education to include general high school and vocational high school, and higher education, to include uni-

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Proceeding of 4th International Conference on Education and Social Sciences versity, institute, and academy. It is for all formal education that curriculum improvement is promoted, with special emphasis on school education ,i.e. primary school, middle school, general high school, and vocational high school. The above Figure illustrates a national coherent curriculum design to be focussed on the development of individual learners‘ competencies. Competencies dealing with factual, conceptual, procedural, and meta-cognitive dimensions are progressively and spirally developed and articulated since primary school up to university levels within the context of the expanding community orientation beginning with family-life up to universally world contexts. Here a mixed progressivism and socioreconstructionist mindsets are reemphasized. It is understood that in pursuing the future Indonesian young productive generation to approach the 2045 Indonesian era, such mixed mindsets are highly reconsidered. However, it is not to mean that perennialism and essentialism mindsets are forgotten. Knowledge dimensions to deal with conceptual, procedural, and metacognitive aspects, which are considered the core education content derived from academic traditions and well-tested values are included in progressive degrees of sophistication along the stage of educations. Again, here a reconstructed philosophy of education is revisited and reinforced. Recently, as communication and information technology grow and develop so rapidly, education has gradually adapted those technology to cope with globalization issues and trends. It has also to be the case in social studies. In his Book ― Social Studies in the Cyber-age‖, Mandel (1998) elaborate the importance as well it application of ICT-based social studies. He elaborates the challenge of students in the 21st century in response to the growth and development of ICT and its implication to the need for developing social studies. To him it was no doubt that internet can be considered as the most important educational innovation so far. Therefore he suggests to fully integrate ICT into the existing curriculum and existing educational environment. Accordingly student should be made aware of ICT and facilitate to make use of it contextually. In doing so, digital literacy should be developed in students as it has to be assumed that all or most of students are equally accessable to ICT. As Mandel (1998:5) quotes Glister (1997), digital literacy ―…is the ability to understand and-more important-to evaluate and integrate information in multiple formats the computer can deliver.‖ This ability is important in order that one will not be able to understand information he/she finds on the internet without evaluating its sources and placing it in context. Practically, internet as one of the powerful ICT application can be used in the teaching of social studies at least as resources the student can make use of as well as media of instruction for distance learning format. So, students will have diverse alternative learning resources which can be used in accordance with their learning styles.

WHERE THE INDONESIAN SOCIAL STUDIES TO GO? It is important to assess and share the state of the art of the school Indonesian Social Studies, as the bases for projecting the future of the Indonesaian Social Studies. Legally, as the Articles 37 of the Act No. 20, year 2003 states, social studies for elementary, secondary, high schools is mandatory. It was explained that social studies subject-matter including geography, history, economy, health, and others intended to develop in students, knowledge, understanding, and socio-analytical skills useful to deal with social condition of community. The formal explanation is not really clear enough. It means to me that it needs further elaboration based on academic as well as practical-curricular consideration. According to the Government Regulation No. 19, year 2005 concerning National Standard for Education (NSE), the school curriculum comprises five subject clusters, i.e. religion and good manner, civic and personality educational, science and technology, esthetics, and sports and heath. By its nature, social studies is included in science and technology. Important notes are given as follows: first, that each of the subject cluster should be treated holistically, to mean that interrelationships among subjects should be built in order to develop holistic view and understanding in students; second, all subject clusters have equal importance in deciding pass or fail of students by the end of each of levels of educational programs. Those imply that any subject, certainly including social studies, should be treated and organized as an integral parts of th whole system of education. It has to be geared as synergic component of education functionally contributive to the development of individual student as the Indonesia human. Such humanness includes personal characteristics as those are described in the national goal of education, specifically to deal with aspects of: knowledgeability, intelligence, creativity, independence, democratic, and responsibility. Further question emerges, how should we develop Indonesian social studies in order that it should play impostance roles in such away as an integral part of desirable personal development of Indonesian humannity as mean for social concervation? It was just recently, the Government issued three Ministry of Education Regulation (MONER) No. 22 year 2006, concerning Content Standard, No 23 year 2006,

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Social Conservation based on Nation Character Building concerning Exit Competency Standard, and No 24 year 2006, concerning the Guide-line for implementing both MONER No. 22 and 213 year 2006. Referring to MONER No. 22/2006 concerning Content Standard, social studies subjects are taught in different grades, with different ways of organization as follows: In Elementary School Social studies is organized in two ways. In Grade I to III social studies knowledge, skills, and values are organized integrated format in the thematic development pattern integrating all content and learning experiences of all subjects concerned. In Grade IV,V, and VI Social Studies is organized as a separate independent subject, just like the other subjects do. Accordingly, within each of the two ways, social studies apply different philosophy and psycho-pedagogical approaches. In Grade IIII the philosophy underpinning it, is the integrated knowledge system philosophical considerations. In this regard learning and instruction is organized in such a way depicting the ways the children view the world as an integrating unity as well as the real life in society where the students living in. This views has psycho-pedagogical implications in a sense that learning and instructional processes should be organized in a holistic scheme in planning, implementation, and evaluation stages. Accordingly, grade I, II, and III elementary teacher must have enough educational background in dealing with integrated system of knowledge was well as integrated learning and instruction modes. In Grade IV,V, and VI, like the other subject do, Social Studies become an independent subject organizing content and learning experiences carefully selected from social sciences and organized in an integrated phasion. Accordingly, integrated modes of learning and instruction should be applied in systematically. In Grade IV,V, and VI Elementary School, and in secondary school Social Studies are treated as an independent subject. Content and learning experiences should be carrefully selected from social sciences and organized in integrated format. Accordingly, integrated modes of learning and instruction should be applied in coherent phasion. In High School, Social Studies is treated as a cluster of social science independent subjects. History, Geography, Economy, and Sociology. Content and learning experiences of each social studies subject are fundamentallyi derived from and carefully selected from separate relevant social science. Learning and instruction can use both disciplinary conceptual modes of learning and instruction and integrated modes as long as it deals with relevant social science issues or concepts. It is important to set up the ideas on how should social studies be in the future, so it will become a powerfull social conservation for all young Indonesian generation. In discussing the idea of the powerfull social studies for Indonesia, I share ideas with tthe ideas of the Powerfull Social Studies paradigm of the National Council for the Social Studies. (NCSS,2000:11-13). The NCSS has set up the essential characteristics of powerfull social studies, as follows: 1. Social studies teaching and learning are powerfull when they are meaningfull; 2. Social studies teaching and learning are powerfull when they are integrative; 3. Social studies teaching and learning are powerfull when the are value-based; 4. Social studies teaching and learning are powerfull when they are challenging; 5. Social studies teaching and learning are powerfull when the learning is active. Using those NCSS‘ paradigm of powerfull social studies and considering the Indonesian context in mind, then the criteria for a powerfull Indonesia school social studies are formulated in the following ways. These are the contextualized charactersitics of powerfull social studies for Indonesian schools. 1. Social studies teaching and learning in schools are powerfull when they are meaningfull for attaining all of the essence of the national educational objectives. It means that the social studies in school should function as an educational vehicle for developing the good and smart citizenship in accordance with all psychological and socio-cultural capacities pronounced right and good by the law. (Criteria One) 2. Social studies teaching and learning are powerfull when they are integrative both disciplinary and socio-culturally. It means that social studies program should be organised using multidiscplinary as well as transdisciplinary perspectives, i.e. combining social sciences‘ perspectives and other disciplines‘, i.e Science, Humanities, Technology and then be contextualized within related contexts by using the organization of learning experiences based on the expanding community approach. (Criteria Two) 3. Social studies teaching and learning are powerfull when they are value-based according to universal values as well as Indonesian civility based on the philosophy Pancasila and Bhinneka Tunggal Ika. It means that social studies should develope in students as well as in the classroom/virtual climates, well selected living values, morality, and ethicswhich are socio-culturally rooted within Indonesia-such as local wisdom. (Criteria 3)

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Proceeding of 4th International Conference on Education and Social Sciences 4.

5.

Social studies teaching and learning are powerfull when they are challenging students‘ feeling, thinking, and actions for their future career and life and for Indonesia. It means that social studies learning should stimulate, drive, and guide students to learn more and more - a life-long learning experiences, (Criteria 4) Social studies teaching and learning are powerfull when the learning is active, through involving students in varied socio-cultural activities locally, nationally, and globally. It means that social studies learning should open up and make it possible for students to enggage in various activities for acquiring and integrating knowledge, extending and refining, and using their knowledge practically and contextually, and ultimately using their productive habit of minds, suc as theorized by Marzano (1985). (Criteria 5)

All those criteria can be elaborated in the following ways. The Criteria One - meaningfulness is achieved when the social sudies is characterized by ―...connected netwoks of knowledge, skills, beliefs, and attitudes; empahsize depth and breadth of important ideas developed; emphasize of significance and meaningfulness of content; focus of classroom interaction on specific issues; focul of assessment on the most importance ideas embedded in student learning; and the degrees of teachers‘ reflectiveness in planing, implementing, and assessing instruction.‖ (NCSS, 2000: 12) The Criteria Two - Integrative is characterized by the fact when social studies is taught topically accross disciplines; cut-across time and space; interconnects knowledge skills, beliefs, vales, and attitudes into student actios; effective use of technology; and connected teaching and learning to othe subject‖ (NCSS,2000:12) The Ciriteria Three - Value-based, is achieved when social studies ―...guide students to the ethical dimensions; make student aware of potential social policy implications by using critial thinking and valuebased decision on social policies; make students become aware of values complexities and dillemas of the issue; cost benefit considerations; well-reasoned positions in accordance with the basic democratic, social, and political values, and teacher abilities to deal with opposing points of view in relation to cultural similarities and difference, and commitment to social responsibilities.‖(NCSS,2000:12-13) The Criteria-Four - Challenging, is achieved when social studies ―...make student strive to accomplish competencies both individual and group members; teachers model of inquiry serriously and thoughtful; teachers show interests and respect for students‘ thinking and challenge student‘s wellreasoned arguments.‖ .(NCSS,2000: 13). The Criteria Five – Active, is attained when social studies teachers and students ‖...enggage in refective thinking and decision making; students develop their new understanding by way of doing the process of construction of knowledge; organize interactive discourse to facilitate the contstruction of meaning through social understanding; teachers providing guides for supporting students to build knowledge with leass directive roles and empasized more authentic activities to call for real-life applications of social knowledge.‖ (NCSS,2000: 13). It is important then to apply all those criteria in the context of Curriculum 2013, particularly for elemenatary and secondary levels. Whilst, those curriculum has not been implemented fully yet, let us look at what has been developed recently, in the Curriculum 2013 which has included some improvements in organizing the school social studies at the stage of national development. The following figures are taken as samples for Social Studies in Elementary and Secondary Schools. Social studies in elementary school has been intentionally designed and as an integrated social studies organizing its content and learning experiences around social sciences‘ perspectives and other relevan disciplines, (Criteria Two). In fact, at Grade I to Grade III, social studies learning are organised thematically-integrated involving all subjects using Bahasa as a context of learning as well as a carrier of knowledge. In Grade IV to Grade VI Social Studies are organised as independent subject equivalent to other subjects, but its learning and teaching are organized in sameway as in Grade I to Grade III, i.e thematically-integrated. These indicate that conceptually and programtically social studies in elementary school has fullfilled one the criteria of powerfull social studies, i.e. integrative.(Criteria Two). How about Social Studies in Secondary school? Let us look into the structure of its curriculum.

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Social Conservation based on Nation Character Building Table 1. The Structure of The Curriculum 2013 for Elementary School

Table 2. The Structure of The Curriculum 2013 for Secondary School

Social studies in secondary school has been intentionally designed as an integrated social studies. Its content and learning experiences are organized around social sciences‘ perspectives and other relevan disciplines, in different phasion from that of in Elementary school. In Grade VII to Grade IX, social studies learning teaching are organised correlationally involving three core disciplines, i.e. Georaphy, History, and Economics as its learning area. So, it‘s learning and teaching paradigm are organized in sameway as in Grade IV to Grade VI Elementary School, i.e is is made orchestrationally around three social science disciplines, using Gepgraphy as a backbone or concerto in organizing teaching and learning. These indicate that conceptually and programatically social studies in secondary school has also fullfilled one the criteria of powerfull social studies, i.e. integrative.(Criteria Two), in different organization format, i.e. correlative-orchestrative. It is impolrtant to note that there are many ways in integrating social studies. (Dufti:1967; NCSS:2000)

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Proceeding of 4th International Conference on Education and Social Sciences How can we assess the Elementary and Secondary social studies applied in the Curriculum 2013 from other criteria of powerfull social studies, i.e. meaningful (Criteria One), value-based (Criteria Three), challenging(Criteria Four), and active (Criteria Five). To do so, analyses can be done by looking at relevat curriculum docoments issued as the government regulations by The Minstry of Education and Culture Decisions 2014 particularly to deal with sets of well-developed competencies, ie. exit-criteria competency (Standar Kompetensi Lulusan - SKL), core competencies (Kompetensui Inti - KI, and Basic Competencies for Subjecs or learning areas (Kompetensi dasar – KD); teaching, learning, and assessment; and teacher training program to support the implementation of the Curriculum 2013. Those national instruments have been designed as comprehensive and systemic approaches to improve the Curriculum 2006 in entering the Indonesian national education for 21st Century. The Curriculum 2013, particulalry for Social Studies is the improvement of all progressive ideas of social studies since its inclusion into the curricula along the history of the National Education System. Considering all aspects of social studies in the 2006 Curriculum, and all challenging ideas about social studies, it is believed that some improvement needs to be done in order that social studies should be powerfull Generally the objectives of Curriculum 2013 Social Studies is to develop in students competencies of logical and critical thinking as tools for understanding concepts, principles related to pattern and spread of space, social interaction, fulfillment of needs, and community life development to achieve better life and/or coping with social problems. Specifically the those competencies are formulating in the following ways. 1. Understanding concepts related to community living and environment. (Criteria Two-integrtative) 2. Posessing basic competencies for logical and critical thinking, curiousity, inquiry, problem solving, and social skills.(Criteria One- meaningful) 3. Possessing committment and awareness about social values and hummanity. (Criteria One – meaningful and Criteria Three – value-based) 4. Mastering communication skills, collaborative skills in diverse communities at local, national, and global contexts. (Criteria One- meaningfull, Criteria three- value-based, Criteria Four – challenging, Criteria Five – active). It is also emphasized that Social Studies subjects in schools should be focussed on the development of attitudes, knowledge, and skilsl needed for students to be active, critical, civilised, and become good citizen who are able to participate in diverse Indonesian community within harmony and justice. (Kriteri One - Meaningful, Criteria Three-value based, Criteria – Four challenging, and Criteria Five - active). There some differences between Social Studies in The Curriculum 2006 and in The Curriculum 2013, i.e. Integrated social studies applied in elementary school 2006 has been improved in the Curriculum 2013 by way of applying thematic-integrated social studies (Criteria Two – integrative). Federated social studies in the Curriculum 2006 for secondary school has been modified to become a corelated social studies using geography as a core or backbone of learning. Whereas for highschool separated social studies is still appled with some improvement in its learning paradigm to empasize decision making skill needed as social act.

CONCLUSION Considering all aspects of imperatives as well as theoretical considerations dealing with the ways how we can view social studies as both academic field of study and curricular domain, the following main ideas are formulated. 1. The core mission of social studies is developing civic competence, and helping young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society, in an interdependent world- so they have to become intelligent social actors the education system need to conserve. 2. Indonesia educational system must deal with educating a great number of productive age/golden age human resources as a demografic bonus in 2010-2035. So, quality of curriculum, educators, adminsitrators, and educational facilities need to be improved in order that the whole educational undertaking can become a social transformation machines to produce competent human capital for life in our times. 3. Learning and Innovation skills in critical thinking and problem solving, communication and collaboration, creativity and innovation; Digital literacy skills Iin information literacy, media literacy, information and communication technologies (ICT); and Career and life skills, i.e. flexibility and adaptability, Innitiative ang self direction, social and cross cultural interaction, productivity and accountability, andlLeadership and responsibility need to be developed through

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Social Conservation based on Nation Character Building

4.

5.

6.

7.

8.

9.

10.

11.

12. 13.

14.

15.

education for the future Indonesian young productive generation to approach the 2045 Indonesian era. There are strong needs to have a national innovative curriculum concetrated on the development of individual learners‘ competencies dealing with character, factual, conceptual, procedural, and metacognitive knowledges, and skills which should progressively and spirally be developed and articulated since primary school up to university levels within the context of the expanding community orientation beginning with family-life up to universally world contexts. As curricular subjects in schools social studies should be organized as : (1) thematic integrated learning experiences within the consortium of subjects; (2) integrated learning experiences around the basic concepst of social sciences; (3) cluster of subjects of social sciences deliberately organized to develop social knowledge, skills and attitudes within the context of developing a powerfull social studies. Social studies teaching and learning in schools are powerfull when they are meaningfull for attaining all of the essence of the national educational objectives. It means that the social studies in school should function as an educational vehicle for developing the good and smart citizenship in accordance with all psychological and socio-cultural capacities pronounced right and good by the law. Social studies teaching and learning are powerfull when they are integrative both disciplinary and socio-culturally. It means that social studies program should be organised using multidiscplinary as well as transdisciplinary perspectives, i.e. combining social sciences‘ perspectives and other disciplines‘, i.e Science, Humanities, Technology and then be contextualized within related contexts by using the organization of learning experiences based on the expanding community approach. Social studies teaching and learning are powerfull when they are value-based according to universal values as well as Indonesian civility based on the philosophy Pancasila and Bhinneka Tunggal Ika. It means that social studies should develope in students as well as in the classroom and/or a virtual setting; well selected living values, morality, and ethics which are socio-culturally rooted within Indonesia culture-such as local wisdom. Social studies teaching and learning are powerfull when they are challenging students‘ feeling, thinking, and actions for their future career and life and for Indonesia. It means that social studies learning should stimulate, drive, and guide students to learn more and more - a life-long learning experiences,‘ Social studies teaching and learning are powerfull when learning is active, through involving students in varied socio-cultural activities locally, nationally, and globally. It means that social studies learning should open up and make it possible for students to enggage in various activities for acquiring and integrating knowledge, extending and refining, and using their knowledge practically and contextually, and ultimately using their productive habit of minds. No mater how the social studies is organized, the primary purposes of social studies is to help young people to become social actor and smart citizen in democratic society and develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. For thematic-integrated learning experiences within the consortium of subjects in grade I-III Elementary school to function effectively, the interfield approaches i.e. core activity approach, humanities approach, area approach; and integrated approach are suggested to apply. For integrated learning experiences around the basic concepst of social sciences, in Grade IV-VI Elementary School and Grade IX-IX Secondary School, to function productively, the spiral of concept development, the spiral development of generalization, fusion of disciplines, interweaving of disciplines, orchertration of disciplines contemporary social problems, a single significant problems and value problems are suggested for their application in schools. For cluster of subjects of social sciences which are deliberately organized to develop social knowledge, skills and attitudes, in Grade X-XII, to function meaningfully, orchertration of disciplines contemporary social problems, a single significant problems and value problems, and teaching controversial issues are suggested for their application in schools. ICT-based social studies can be developed as supplementary resources to school-based learning experiences for relevant topics in thematic and/ or problematic as well as disciplinary concepts or problems.

REFERENCES American Association of School Librarian (......)Standars for 21st-Century Learners. Andersen, L.W. and Kathwohl, D.R. Eds. (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom‟s Taxonomy of Educational Objectives, New York: Longmann Brameld, T. (1965) Education as Power, New York: Holt, Rinehart and Winston, Inc

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Proceeding of 4th International Conference on Education and Social Sciences Derricott, R., Cogan, J. J. (1998) Citizenship for the 21st century : An International perspective on Education, London : Kogan Page Djojonegoro, W.(1996) Limapuluh Tahun Pendidikan Indonesia, Jakarta: Balai Pustaka Gandal, J.E. dan Finn,E.S. (1992) Education for Democracy, Calabasas:CCE Dufty, D. G. (1970) Designing Integrated Course, dalam Teaching About Society, Sydney : Rigby Kolb, D.A, (1984) Experiential Learning, New Jersey: Prentice-Hall,Inc Kratzwohl ( 1962) Taxonmy of Educational Objectives: Handbook of Affective Domain, New York: MacMillan Lyndon B.Johnson School of Public Affairs, The University of Texas (1998) An Assessment of We the People…Project Citizen, Austin Mandel, S.M. (1998) Social Studies in the Cyberage, : Application with Cooperative Learning, Arlington Height, Skylight Publishing Marzano R.J. and Kendal R. (2007) The Marzano‟s New Taxonomy, NewYork National Council for the Social Studies (NCSS) (1989) Charting A Course : Social Studies for the 21st Century, Washington : National Commission on Social Studies in the Schools ________ (1992) In Search of a Scope and Sequence for Social Studies dalam Social Education, 48; 4; 249-264 _______ (1992) National Standar for Social Studies Teachers, Washington: NCSS. ________(1994) Curriculum Standards for Social Studies: Expectations for Execellence, Bulletin 89, Washington Newmann, F. M. (1977) Building Rationales for Civic Education, dalam Building Rationales for Citizenship Education, (Ed. Shaver, J. P.) Oliva,P.F. (1988) Developing the Curriculum, Glenview: Scott,Foresman and Company Republik Indonesia (1945) Undang-Undang DasaNegara Republik Indonesia Tahun 1945, Jakarta: Sekretariat Negara Republik Indonesia (2010) Peraturan Presiden 17/2010 Tentang Rencana Pembangunan Jangka Menengah Nasional, Jakarta: Sekretariat Kabinet _________(2003) Undang-Undang Nomor. 20 Tahun 2003 Tentang Sistem Pendidikan Nasional, Jakarta: Sekretaiat Negara ________(2010) Rencana Strategis Pendidikan Nasional Tahun 2010-2015, Jakarta: Kementerian Pendidikan Nasional ________(2005) Peraturan Pemerintah No. 19 Tahun 2005 Tentang Standar Nasional Pendidikan, yang telah diubah dengan Peraturan Pemerintah No. 32 Tahun 2013, tentang Standar Nasional Pendidikan, Jakarta: Sekretariat Negara ________(2006) Peraturan Menteri Pendidikan Nasional No. 22 Tahun 2006 Tentang Standar Isi, Jakarta: Kementerian Pendidikan Nasional ________(2006) Peraturan Menteri Pendidikan Nasional No. 23 Tahun 2006 Tentang Standar Kompetensi Lulusan, Jakarta: Kementerian Pendidikan Nasional ________(2006) Peraturan Menteri Pendidikan Nasional No. 24 Tahun 2006 Tentang Pelaksanaan Pewraturan Pemerintah No. 22 dan 23 Tentang Standar Isi dan Standar Kompetensi Lulusan, Jakarta: Kementerian Pendidikan Nasional ________(2010) Peraturan Presiden Republik Indonesia tentang Rencana Pembangunan Jangka Menengah Nasional, Jakarta: Sekretariat Negara ________ (2012-2013) Naskal Akademik Pengembangan Kurikulum 2013, Jakarta: Kementerian Pendidikan dan Kebudayaan (Unpublished) ________(2013) Peraturan Menteri Pendidikan Nasional No. 54 Tahun 2013 Staandar Kompetensi Lulusan, Jakarta: Kementerian Pendidikan Nasional ________(2014) Peraturan Menteri Pendidikan Nasional No. 57 Tahun 2014 Kurikulum 2013 SD/MI, Jakarta: Kementerian Pendidikan Nasional ________(2014) Peraturan Menteri Pendidikan Nasional No. 58 Tahun 2014 Kurikulum 2013 SMP/MTs, Jakarta: Kementerian Pendidikan Nasional Schrum, L.and, Levin,B.B. (2009) Leading 21st –Century Schools: Harnessing Technology for Enggagement and Achievement, Thousands Oaks: Corwin A SAGE Company Stenhouse,L.W. (1975) Curriculum Research and Development: London: Open University of London Taba, H.J. (1962) Curriculum Development: Theory and Practice, London: Harcout and Brace Trilling B. And Fadel C. (2009) 21st Century Skills: Learning for Life in our Times, San Fransisco: John Wiley and Josey Bass. Tyler,R.J. (1949) Basic Principles of Curriculum and Instruction, Chicago: Chicago University Press. Winataputra,U.S. (1978) The Implementation of the 1975PMP-SMA Curriculum Moral Education of Pancasila in The Bandung Area, MA. Postgraduate Project, Sydner: Macquarie University.(unpublished) _____(2001) Jatidiri Pendidikn Kewarganegaraan sebagai Wahana Pendidikan Demokrasi (Suatau Kajian Konseptual dalam Konteks Pendidikan IPS), Bandung: Program Pascasarjana UPI (Unpublished Disertation) _____(2004) Pendidikan Kewarganegaraan dalam Perspektif Pendidikan untuk Mencerdaskan Kehidupan Bangsa (Orasi Ilmiah, Disampaikan dalam Sidang Senat Terbuka Universitas Terbuka, tanggal 4 September 2004), Jakarta: Universitas Terbuka. _____(2006) A Brief Analysis of Paradigm Changes in School Social Studies: The case of Civivc Education Applied in Indonesia, Jakarta: Universitas Terbuka.

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Social Conservation based on Nation Character Building

THE IMPORTANCE OF GUIDANCE AND COUNSELING IN FACILITATING THE STUDENT CHARACTER EDUCATION Abdul Kholiq Faculty of Education, Semarang State University ABSTRACT Nowadays guidance and counseling has an important role in education system. But the problem raised in society is miss-conception of guidance and counseling which causes some other problems in students necessity fulfillment and students attitude improvement. For instance guidance and counseling is recognized as unprofessional job. Whereas the person who handle the students as counselee is called school counselor. Then as an integral part in the world of education, school counselors have a task that is very close and tight to the educational mission of character. Proximity to the school counselor‘s obligation character education is apparent from the field of guidance and counseling movement which implies that school counselors have a substantive and functional tasks that are not inevitable. School counselors in Indonesia either directly or indirectly, has duty to enforce the program of guidance and counseling services nuanced values of character education. Counselors must be prepared to coordinate and synchronize the implementation of character education professionally. Therefore counselors should develop values of character education through counseling activities. The follow up to do is the action of better acknowledgement from the society toward guidance and counseling due to the important roles of it in character education of the students. So in the end of the day school counselor can implement his role and responsibility well. Keywords: guidance and counseling, school counselor, character, education, role

INTRODUCTION: GUIDANCE AND COUNSELING AND ITS GLOBAL ROLE Indonesia is a developing country which has several things to be completed in terms of its goals. The quality of Indonesia as a nation depends upon the quality of its citizens. The quality of citizens depends on the quality of their education. Quality of education besides other factors depends upon study habits and study attitude of the people in these education. Quality of education is reflected through academic achievement which is a function of study habits and study attitude of the students. Thus to enhance the quality of education, it is necessary to improve the study habits and study attitudes of the students. In Indonesian education system we know a science which focuses in students good behavior conditioning, the students attitudes shaping and the other stuffs. In simple terms guidance refers to the help given by one person to another in making choices and adjustments and in solving problems. Counseling described as the face to face relationship between the counselor and the counselee for purpose of enhancing the counselee to resolve his conflict/problems. In larger scope, guidance and counseling is not only concerns in problematic person but also the normal one in order to increase his life‘s productivity or even effectiveness. According to Bark 2003 in Eliamani 2014, guidance and counseling are the assistances made available by qualified and trained persons to an individual of any age to help him to manage his own life activities, develop his own points of view, make his own decisions and carry his own burden guidance and counseling‘s scope covers individual, social, learning and career. This science also covers human development since was born to die. One perspective of this science is that a person is developing in every single time, and the aspects of his developments are physically, socially, spiritually, morally and intellectually. Based on government regulation in 2014 number 111 about guidance and counseling, its existence became stronger than before because it was listed as a fix decision if guidance and counseling has a big role in school. The explanation is guidance and counseling included in a system of education. Therefore guidance and counseling is involved in achieving the goals of education system. Thus guidance and counseling did by a counselor and the object of guidance and counseling is called counselee. A counselor who works in school called as school counselor. Every school counselor has duty to encourage the students good behavior establishment so that the students have the needed things in their life. Therefore purposes of guidance and counseling in schools is to improve academic achievement, foster positive study attitudes and habits, increase acquisitions and application of conflict resolution skills, and decrease school dropouts. To do that kind of lofty duty a school counselor must possesses several competences that are pedagogy, personality, social, and professional. Due to the objective of making the good attitude of students, at least a school counselor has to fulfill the good personality, educative enough, and has a good social skill. By applying those requirements actually a school counselor will be able to easily teach the students to pos-

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Proceeding of 4th International Conference on Education and Social Sciences sess the good attitude and good habits. The reasons is that an effective lesson is by identifying or example following (student to school counselor), because the student will always see what is the school counselor does. GUIDANCE AND COUNSELING FUNCTIONS IN FORMATTING STUDENT‘S GOOD CHARACTERISTICS Understanding functions, functions of guidance and counseling that will generate an understanding of something by certain parties in accordance with the interests of the development of the students. Understanding that include; (1) an understanding of the self-learners or students especially by students themselves, parents, and teachers; (2) an understanding of the environment of the students (including family and school environment), especially by students themselves, parents, and teachers; (3) an understanding of the environment (including educational information, information office/employment, social and cultural information/values), especially by students themselves, parents, and teachers Through this understanding aspect, a school counselor will be able to raise the students awareness if they have themselves, their environment and such values included. A school counselor understanding toward his students will transferred in the students finally. The mechanism is seems like an example following from the students. That is why this kind of guidance and counseling function is able to remark some values or norms to the students. Prevention function, namely the function of guidance and counseling that will produce the prevention or avoiding students from the problems that may arise, which would be able to interfere with, impede or cause difficulties and certain losses in the process of development. This function has mechanism that is any prevention action from school counselor will avoid some problems in students life. For instance school counselor gives the service about the dangerous things of drug abuse, or school counselor gives explanation if a student must apply values in order to keep good interaction with his friends, parents, and so forth. Reduction function, namely the function of guidance and counseling that will overcome the various problems faced by students. For example when a student is facing a problem, a school counselor will help him by the data from last need assessment which can describe how is the situation of the student and then give the most suitable service in the most problematic case. In this service a school counselor has challenge to add any value into his counseling session because the paradigm of guidance and counseling is psychopedagogic based culture. It means, in every service given by school counselor during applying this function, there are several good characteristics have been implemented to the students. Maintenance and development functions, is functions of guidance and counseling that will produce well-maintained and well-developed various potentials and positive state of students in order to progress and sustainable steady herself. This is the reinforcement function of good things of students, because actually every single student has a good potency and it is very good to be strengthened. In the end of the day the good characteristics will be possessed by students. Advocacy functions, is the function to help students acquirement and defend the rights or interests which have received less attention. Here are several students rights which have not been upheld yet by teacher or school counselor itself. So in this case a school counselor has a great duty to maintain those rights in order to make the students self actualization become more effective at least the normative life of students will be built up well. Those functions are realized through the holding of various types of services and activities of guidance and counseling to achieve results as contained in each function. Every service and activity must be implemented directly refers to one or more of these functions so that the results will be achieved clearly.

WHY GUIDANCE AND COUNSELING CAN CONTRIBUTE THE STUDENTS GOOD CHARACTERISTICS FORMATION Guidance and counseling certainly in its each service has specific goal and basic things as the base services given. Several principles with respect to the target service: 1. guidance and counseling serve all people regardless of age, gender, ethnicity, religion, and socioeconomic status 2. guidance and counseling to deal with personal and individual behavior that is unique and dynamic 3. guidance and counseling‘s attention is entirely in each stage and various aspects of the development 4. guidance and counseling give primary attention to individual differences in the orientation of the principal ministry. The principle of integration namely the principle of guidance and counseling that calls for a wide range of services and activities of guidance and counseling. Whether conducted by school counselor and

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Social Conservation based on Nation Character Building involves the support from the other teacher, or making a harmonious combination in school. The cooperation between school counselor and those who play a role in the implementation of guidance and counseling services should be developed. Coordination of all services/activities of guidance and counseling that should be carried out with the best. Normative principle, namely the principle of guidance and counseling which requires that all services and activities based on the guidance and counseling and must not be in conflict with the values and norms that exist. There are religious norms, laws and regulations, customs, science, and prevailing custom. Services and activities of guidance and counseling can improve the ability of students understand, appreciate, and practice these norms. Guidance and counseling focuses in every student no matter what is his race, his religion, or another diversities. Guidance and counseling also respect to many kinds of personalities and has a deal if everyone is unique and dynamic. Guidance and counseling is also emphasize if the service that will be given to the students is special and in each student may has the different trait of service. By those principles can be analyzed that guidance and counseling is accepting the whole condition of a counselee and there is a genuine acceptance for all counselee. Finally guidance and counseling helps the counselee to behave the correct norms as he has to be in his society. In further explanation, guidance and counseling covers two areas sector of services. There are the development of private life, which is the field services that help students to understand, assess, and develop the potential and skills, talents and interests, as well as the conditions according to the characteristics of their personality and needs realistically. The second one is that the development of social life, the field services that help students to understand and assess and develop the capabilities of healthy social relationships and effectively with peers, family members, and citizens of the wider social environment.

THE EXISTING CASES THROUGH OUR SOCIETY A lot of changes have taken place and many more will continue to take place in Indonesian cultural and social patterns of life. The pure culture and pattern seems like has been replaced with the foreign has. Those had occurred as a result of the interaction of other cultures and social habits, and the developments in modern science and technology. It also can be described as the negative impact of globalization and modernization. Such changes bring in new ways of life and values in Indonesia. Many values and norms of Indonesia have been replaced, especially in our youth. The worst condition is if they do not face those values and norms since they were child. The process of culture fading had been started since the latest decade. The problems raised through our youth as follow: 1. The culture of social works for example cooperation replaced with individualism 2. Ways of dressing have changed 3. Relationships between children and parents have changed the children do not respect the parents 4. Ways of worship have changed from traditional to foreign worship 5. Towns have sprung up and the city has transformed with the accompanying problems 6. There is Increase in unemployment and under employment leading to: a. Crime and violence b. Alcoholism and drug abuse c. Individualistic as opposed to communal way life d. Increasing sex industry (prostitution) 7. Cultural and traditional practices tend to hinder girls from: a. Pursuing certain educational program b. Valuing themselves equally with men 8. Girls and boys face major challenges in: a. Dealing with changes in adolescence b. Making educational decisions c. Handling the conflicting cultural messages and values d. Managing their sexuality in a social environment that encourages delay in adult hood e. Coping with changes in family structures (Gumisiriza 2012). Those and others not mentioned are challenges that affect the student‘s life and performance in schools. They have to be assisted to face them objectively, with courage and appreciation through guidance and counseling services. Actually through their development mass they need any assistance from the expert one, to counterweight their developmental task. Relevant with those cases happen, In Eliamani (2014): When guidance and counseling services are missing in schools, students‘ adaptation becomes difficult thus leading to low performance, misbehavior and dropout. According to Odeke (1996), without sound guidance and counseling, many students loose direction and engage themselves in bad behaviors such as drug abuse

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Proceeding of 4th International Conference on Education and Social Sciences and alcohol indulgence, missing classes, dropout and so on; as a result they lack both focus and direction resulting to total failure in life. In this regard, students need guidance and direction to study and choose career. p. 6.

The mechanism how those problems arise is because the developmental task of the youth has not been assisted well, some of them faced a condition when they do not know what is the actual values they should possess. The deeper causes will be there are several mistakes they made but no one could helped and the bigger problems might appeared, or they do not have anyone who always be their side to directed them to choose what should they take in their action for example while they were faced an obstacle in study. Because as human being, one of their characteristics as youth is labile so that they certainly need embrace and warm direction which of in this case can be given by school counselor.

MECHANISM OF GUIDANCE AND COUNSELING TO SOLVE THE CASES System of guidance and counseling service: student and parent (involves guidance and counseling stakeholder) Hence, both the children and parents need some guidance in order to understand and appreciate these differences and live amicably. There must be a direction to make the different point of view both of them become similar. The parents should be made to realize that the times are fast changing and they have to gradually change from the old ways. The recent time is totally not same as their time in past or in another words while theu were young. The children should also be made aware that they should not push their parents too fast because as old times the culture shocks they receive take time. The children have to be awared too about the values and norms behave in society, which are getting replaced with another unhampered norms. Means, the parents must be discussed together school counselor about what is really happening with their children in a proper way which is appropriate with the needs of the children and the norms of the society. The teachers beside school counselor should understand the biological, psychological, sociological problems that the stage usually brings and try to discuss with parents and try to find solutions to them through the methods of guidance and counseling. Because of that, guidance and counseling included as an integration of education system. The school counselor has to promote their duties in order to ensure the comprehension of teachers in school. The other teacher should know the scope of guidance and counseling and then they should well understood that they are involved in the scope of guidance and counseling explicitely. The school teacher must know as an unity in school, that guidance and counseling needs their cooperation so this guidance and counseling can give the contribution for them too in terms of education. The school guidance program should be a part of the total school program and complement learning in the classroom. It should be child centered, preventive and developmental. The guidance program should aim at maximizing the student‘s potential by encouraging their social, emotional, and personal growth at each stage of their development. Guidance and counseling foster students attitudes shaping. Attitudes offer great possibilities for successful achievement in studies. It is an important motivator of behavior and truly affect the achievement of the students. In conclusion, therefore guidance and counseling is a very important service for students in the schools. School counselors should be able to promote good neighborliness, good attitude, and disciplined behavior in schools. They should be able to prevent or minimize crimes and indiscipline. They should be able to rehabilitate or remedy existing bad habits or practices and institute program of development for good neighborliness. Phases of guidance and counseling cover students in three times: The elementary years are a time when students begin to develop their academic self-concept and their feelings of competence and confidence as learners. They are beginning to develop decision-making, communication and life skills, as well as character values. It is also a time when students develop and acquire attitudes toward school, self, peers, social groups and family. Comprehensive developmental school counseling programs provide education, prevention and intervention services, which are integrated into all aspects of children‘s lives. Early identification and intervention of children‘s academic and personal/social needs is essential in removing barriers to learning and in promoting academic achievement. The knowledge, attitudes and skills that students acquire in the areas of academic, career and personal/social development during these elementary years serve as the foundation for future success. Middle school is an exciting, yet challenging time for students, their parents and teachers. During this passage from childhood to adolescence, middle school students are characterized by a need to explore a variety of interests, connecting their learning in the classroom to its practical application in life and work; high levels of activity coupled with frequent fatigue due to rapid growth; a search for their own unique identity as they begin turning more frequently to peers rather than parents for ideas and affirmation; ex-

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Social Conservation based on Nation Character Building treme sensitivity to the comments from others; and heavy reliance on friends to provide comfort, understanding and approval. High school is the final transition into adulthood and the world of work as students begin separating from parents and exploring and defining their independence. Students are deciding who they are, what they do well, and what they will do when they graduate. During these adolescent years, students are evaluating their strengths, skills and abilities. The biggest influence is their peer group. They are searching for a place to belong and rely on peer acceptance and feedback. They face increased pressures regarding risk behaviors involving sex, alcohol and drugs while exploring the boundaries of more acceptable behavior and mature, meaningful relationships. They need guidance in making concrete and compounded decisions. They must deal with academic pressures as they face high-stakes testing, the challenges of college admissions, the scholarship and financial aid application process and entrance into a competitive job market.

ROLES OF SCHOOL COUNSELOR IN CHARACTER EDUCATION Character education is what our national concern about. It is a common task involves all parties of the society in achieving performance the improvement of personal character. Two indicators of achievement of the character, there are at the level of individual students and educational institutions. The success of character education programs can be known through the achievement of the indicator by students as stated in the graduate competency standards, which include the following 1. Practice the teachings of the religious affiliation in accordance with the stages of adolescent development; 2. Understand the advantages and disadvantages of self; 3. Demonstrate an attitude of confidence; 4. Comply with the social rules that apply in the wider environment; 5. Appreciate the diversity of religion, culture, ethnicity, race, and socioeconomic groups in the national scope 6. Finding and applying information from the surrounding environment and other resource-source logically, critically, and creatively; 7. Demonstrated ability to think logically, critical, creative, and innovative; 8. Demonstrated ability to learn independently according to their potential; 9. Demonstrated ability to analyze and solve problems in everyday life 10. Describe the natural and social phenomena; 11. Utilize environmentally responsible manner; 12. Applying the values of togetherness in the society, nation and the state in order to achieve unity within the unitary Republic of Indonesia; 13. Appreciate the artwork and national culture; 14. Appreciate the job duties and have the ability to work; 15. Apply a clean life, healthy, fit, safe, and enjoy free time to good; 16. Communicate and interact effectively and politely; 17. Understand the rights and obligations of self and others in the association in the community; 18. Appreciate the differences of opinion; 19. Demonstrate penchant read and write a short script is simple; 20. Demonstrate skills of listening, speaking, reading, and write in Indonesian and English simple; 21. Mastering the knowledge required to follow the secondary education; 22. Having an entrepreneurial spirit. At the school level, educational attainment criteria character is a culture of schools, namely behavior, traditions, everyday habits, and symbols practiced by all citizens of the school, and the community around the school should be based on these values. In the signs of guidance and counseling in the implementation of formal education (Mone in Senrha 2012) explained that the expert guidance and counseling services are taught by school counselors in the context of the service areas aimed an autonomous students. In guiding the course of their lives through decision-making, choosing, achieve and maintain a career. Related to character education activities in schools, school counselors are required to facilitate the development and growth the character without ignoring the further mastery of hard skills required in the course of life as well as in preparing for a career. Therefore, the school counselor should devise the program of activities to actively participate in the development and growth of character in students. These activities can be carried out independently that planned in guidance and counseling programs, and also together with other teacher in school. In connection with these activities form, counseling services can be preventive, curative, preservative or development. Eric research centre in Senrha explains that if the char-

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Proceeding of 4th International Conference on Education and Social Sciences acter education held in school, the school counselor will be a pioneer and also the program coordinator. That's because the school counselor is specifically has a duty to help students develop social care and mental health problems, thus the school counselor should be very familiar with the character education program. The importance of the role of school counselors in character education, the American School Counselor Association (ASCA) states: "A professional school counselors need to take an active role in initiating, facilitating and promoting character education programs in the school curriculum. The professional school counselor, as apart of the school community and as a highly resourceful person, takes an active role by working cooperatively with the teachers and administration in providing character education in the schools as an integral part of the school curriculum and activities"(ASCA , 1998).

Thus, school counselors need to always understand and realize one of their main tasks. However, there are some opinions stated otherwise should stay away from school counselors character education because it was contrary to academic freedom, or even violate or concerning personal beliefs or violate the rights and personal behavior. School counselors need to understand that all forms of education certainly contain material that teaches the values of kindness, humanity, and the life which is essentially that all is character education. The increasing importance of character education, the school counselors need to understand how to incorporate character education in guidance and counseling program. Suggested types of material are as follows: 1. Responsibility (Responsibility) Has the feeling of fulfilling the task with a trustworthy, independent and committed. 2. Perseverance (Perseverance) The ability to achieve something by determining the values of the objective with patience and courage in the face of failure. 3. Concern (Caring). Ability to demonstrate understanding of others by treating them well, with compassion, to be generous, and with the spirit of forgiveness. 4. Discipline (Self-Discipline) The ability to show the best thing in all situations through controlling the emotions, words, encouragement, desire, and action. 5. Citizenship (Citizenship) Ability to comply with the law and engage in service to the school, community and country. 6. Honesty (Honesty) The ability to tell the truth, admit mistakes, trustworthy, and act honorably. 7. Courage (Courage) Act correctly in the face of adversity and conscientiousness of the opinions of many. 8. Justice (Fairness) Implement social justice, to multi morbidity and equality. Working closely with others. Understand the uniqueness and value of Individuals in society. 9. Respect (Respect) Indicates high respect on the authority of others, ourselves, and the state. Understand that everyone has the same value of humanity. 10. Integrity (Integrity) A firmness in obeying the moral values, so be honest, trustworthy, and dignity (Wangid, 2010). Consideration that school counselors should play a role in the education of such character is that school counselors as educators, this is the task and the basic functions of each educator. The counselor is one of the educators, while the one of the functions of national education is to develop the character and the character of the nation. Meanwhile, the counselor is one educator who has been recognized as educators.

CONCLUSION A school counselor has a strong rationale to convey character education to students. That is, on the shoulders of school counselors character education has become one of the duties and obligations that must be implemented to provide guidance and counseling services. Form of the executions can be directly or indirectly. Directly, school counselors must devise implementation of character education in program activities. Through programs that have been drafted can be arranged various activities to convey messages of character development of students. Therefore, school counselors need to understand how to choose, deliver, and facilitate character education programs. Indirectly, school counselors can convey the values to students through character education in every opportunity even when is not in his duty. Means that school counselor should wherever and whenever does his duties consciously. In the similar words that is to remember that he has an obligation to implement character education in all school counselor activities. Therefore the nearest action to do from the society is remark the real concept of guidance and counseling, and then cooperate within it to accomplish the good characteristics of students.

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Social Conservation based on Nation Character Building REFERENCES American school counselor assoociation. (2015). Why school counselor. Retrieved from https://www.schoolcounselor.org/ . Eliamani, M. P., Mghweno L. R., & Baguma P.. (2014). Access to guidance and counseling services and its influence on Students‘ school life and career choice, African Journal of Guidance and Counselling ISSN: 2142-6785, pp. 006015. Goverment regulation number 111. (2014). Guidance and counseling in school. Graduate base competence. retrieved from http://bsnp-indonesia.org. Gumisiriza, E. B., Gastone B., Hope M., Kwikiriza J. K. (2012). Journal of Guidance & Counselling. department of guidance counseling, 4, 3-4. Hussain, Abid Ch. (2006). Effect of Guidance Services on Study Attitudes, Study Habits and Academic Achievement of Secondary School Students. Lahore: University of the Punjab, Bulletin of Education & Research , 28, 35-45. National association‘s counseling statement. (1990). Precollege Guidance and Counseling and the Role of the School Counselor. National association for college admission counseling, 1-5. Senrha, salsabila annisa. (2012). Bimbingan Konseling untuk Mengembangkan Karakter Siswa. Retrieved from http://salsabilaannisadsenrha.blogspot.com/2012/10/bimbingan-konseling-untuk-mengembagkan.html . Wangid. (2010). Peran Konselor Sekolah Dalam Pendidikan Karakter. UNY press.

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Proceeding of 4th International Conference on Education and Social Sciences

CURRICULUM OF THE HISTORY EDUCATION FOR THE NATION DEVELOPMENT: A CASE STUDY IN INDONESIA Abdul Syukur History Department, Faculty of Social Scinece, Jakarta State University ABSTRACT Nation building is a social engineering project that should not be stopped because it can destroy the nation that this project is very important for the survival of a nation. Among the most important part of this project is the development of education. Through education a nation be built, preserved and directed its development in order to meet the challenges of today and the future. Education history occupies a special position in the development of education because it can be used to build, preserve and develop the nation's development. This paper focuses on the history of education curriculum in Indonesia from 1945 to 2013. His discussion of curriculum includes a philosophical foundation, the substance, and material organizing strategies in school history lessons. Since 1945 the Indonesian government in the education divide schools into elementary school, Junior High School, and High School. Government of Indonesia in the education curriculum in 1975 and 2013 include education history in elementary school and junior high school as part of the subjects of Social Sciences. Education history became a separate subject only applied in high school. This paper specifically evaluate the concept of history education in curriculum 2006 and 2013, which is now in force in school. This paper also offers a new concept development history education curriculum in order to restore the position of history education as an important part in the social engineering project for the development of nation in Indonesia. Keywords: concordance, education system, curriculum history, social engineering, perrenialism, essentialism, eclecticism, consentrics method, topics method.

INTRODUCTION The curriculum is most important instrument of social engineering project for national and character building because can design the younger generation that is expected to be able to continue the leadership of nation. Act No. 20 of 2003 on National Education System states that the curriculum is a set of plans and arrangements regarding the purpose, content, and teaching materials and methods used to guide the implementation of learning activities to achieve specific educational goals .This law became foundation of three curriculum development, namely curriculum 2004, 2006 and 2013. All three are designed to achieve specific educational goals. For example in curriculum 2013 aims to produce quality human who mastered the competencies required in the present life and future. The curriculum 2013 is designed to develop the intellectual, social attitudes and creativity preserve the national culture. Each curriculum is developed based on a particular educational philosophy. A number of educational philosophy serve as the foundation for curriculum development that is perrenialism, essentialism, experimentalism and social reconstructionism. Every education philosophy has different methods and purposes. The development of history education curriculum is also greatly influenced the four educational philosophy. This article discusses the history education curriculum between 1945 and 2013 who developed the ministry of education. The discussion covers the foundation of education philosophy, substance and organizing material method of history lessons in school. The entire curriculum documents serve as a source of research to enable a comparative study based on the method of historical research.

REVOLUTION OF EDUCATION SYSTEM Before independence in 1945, the territory of Indonesia is a Dutch colony. They form the Dutch colonial government as a representative of his power. The colonial government sort colony population into three groups: Europe, Foreign Orientals, and Indigenous. The Social stratification racially directly affect the education system is divided into three : European School, Foreign Oriental School and Indigenous School. All three have distinct quality. Among the three are experiencing rapid development is the European schools and Indigenous school because Foreign Orientals school earlier merged with European schools in the concordance education system. Under this system, they used the same educational system in the Netherlands (Tilaar, 1995: 31-32). While Indigenous school uses its own distinct education system with the education system in the Netherlands because of adjusting to the needs of colony. Therefore

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Social Conservation based on Nation Character Building Indigenous schools not use Dutch, but using local language. Their education curriculum is also very simple, just include ability to read, write and arithmetic. The colonial government improve the quality of education of Indigenous school in 1914 by changing into Holland Inlandsch School (HIS) / Elementeary School. This school is a renewal of desaschool / village school or volkschool / People School. To accommodate his graduates, the colonial government build a high school class for Indigenous ie Meer Uitgebried Lager Onderwijs (MULO) / Junior High School and the Algemeene Middelbare School (AMS) / High School. The educational reform policy is elitist because to acomodate the educational needs of Western model for indigenous elites. Non elite children can not attend school at HIS, MULO and AMS. This reform school is heavily influenced sentralistic of colonial government system so as to create indigenous school uniform. The HIS, MULO and AMS also strengthen dualism of school model between Indigenous and European schools: Europeesche Lagere School (ELS) and Hogere Burger School (HBS) Colonial government implement concordance education system to improve the quality of indigenous schools to align with European schools in the colonies and the mother country, the Netherlands. Application of this educational system impacts indigenous youth alienation from its original cultural environment becouse they use the Netherlands language and culture. The process of alienation is described very well in the Abdoel Mouis‘s novel: Salah Asuhan (Misguided) that first published in 1928. This novel tells about the change character of a Minangkabau young man who suffered alienation after completing his education in the schools with a concordance system. The process of alienation was reinforced with the substance of history education in colonial period (Klooster , 1985: 165-174). Among the history textbooks is Beknopt Leerboek Geschiedenis van der Oost - Indie Nederlansch for MULO. This book was first published in 1924 and written by AJ Weijkman and Dr. F.W. Staple. They also wrote a texbook for AMS. While the texbook for HIS writen by A. Brand, Aangeklede Jaartallen (see Soedjatmoko, 1995: 1) Substance of the history lessons is unified by colonial government to publish the official book Geschiedenis van Nederlandsch – Indie / History of Dutch East Indies. This Books published between 19381940 and edited by Stapel, a famous writer of history textbooks for school. Publishing this official book is the culmination of the Dutch colonial historiography (Nordholt , 2012: 6 ) . In March 1942 the colonial government surrendered to Japan. They divided their occupied areas into three military government: Troops 25th Japanese Army in Sumatra; Troops 16th Japanese Army in Java and Madura; and Fleet 2nd Japanese Navy in Borneo, Sulawesi and Maluku (Poesponegoro , 2012: 14). The political changes in 1942 created a revolution of education system because of a sudden change of massive and fundamental. Education system is developed by colonial government experienced a total collapse. Japanese occupation government arrested the Dutch teachers and remove all schools of Europe (ELS and HBS). Removal of the European schools end the duality system between European schools and Indigenous school. While Indigenous schools changed from the Dutch name into the name of Indonesia : Holland Inlandsch School ( HIS ) into Sekolah Rakyat (SR) / People School, Meer Uitgebried Lager Onderwijs (MULO ) into Sekolah Menengah Pertama (SMP) / Junior High School and the Algemeene Middelbare School (AMS ) into Sekolah Menengah Tinggi (SMT) / Higher Secondary School. Chaneg of school name is accompanied by a ban on Dutch language in learning activities and books written in Dutch . This policy is to stop the process of Westernization that saved the people of Indonesia on the loss of their identity . The colonial government limit educational opportunities only for the children of indigenuos elite so that education in colonial periode is elitist. Educational elitism removed and replaced by the Japanese occupation government with mass education . They open up educational opportunities for all people. The purpose of education is also changed from achieving the goal of intellectual competence that is practical for the mobilization of support Indonesian people Indonesia to win the Japanese forces in East Asia War ( Tilaar , 1995: 51 ) . Revolution of education system by the Japanese military occupation government has destroyed the social engineering project to transform Indonesia into the Dutch nation. The destruction of this project was conducted by Sendenbu, Department of Propaganda. They organize courses for leaders Indonesian politics. Among the course material is teaching history. Of 12 course materials, there are four teaching course material history: A Brief History of East Asia, Basic of World History, Basic of Nippon History, and Basic of Java History Basic (Syukur, 2010; Kurasawa, 2015). In addition to organizing the political course, Sendenbu also make changes of perspective of the past in colonial official book: Geschiedenis van NederlandsIndie / History of the Ducth East Indies and Indische Geschiedenis / History of Hindia. This new perspective change from veneration of Ducth people and culture of Ducth became cult of Indonesian people and culture (Soedjatmoko, 1995: 1)

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Proceeding of 4th International Conference on Education and Social Sciences BUILDING A NATIONAL IDENTITY On August 15, 1945 the Japanese government in Tokyo surrendered unconditionally to the leadership of Allied forces. This submission is automatically ended Japanese military occupation in Indonesia. Two days after, the Indonesian leaders declares independence, and then set up Republic of Indonesia state. Thus began a new project of social engineering to establish the identity of Indonesian nation by Ministry of Education. The first of minister is Ki Hajar Dewantara, an Indonesian figures who use education as a struggle instrumen for independence against the colonial government. Although only served three months of 19 August to 14 November 1945, but he managed to put a foundation of education system based on nationalism, patriotism and culture. Ministers who succeeded him to continue this education system. Fourth Minister Mr. Soewandi in 1947 raised Dewantara as chairman of Committee of Inquiry Teaching of Republic of Indonesia. A year later the committee was able to draw up a bill draft of education and teaching. This draft is discussed in 1948 in meeting of the Central Indonesian National Committee (CINC) which then serves as a parliamentary institution Indonesian state. The draft education legislation is discussed in CINC trial in 1948. However, all documents retrieved by the Dutch troops who control the capital of Yogyakarta ( Syukur, 2013 : 33-34 ) Discussion the draft was continued in October 1949 on proposal Minister Sarino Mangoensarkoro. There are six basic education issues discussed were: the purpose of education, elementary education, language of instruction, the obligation of learning, scholarship and physical education (Noer and Akbarsyah, 2005: 234-235). Once approved CNIC, the draft was passed by government on April 2 19950 into Law No. 4 of 1950 on the Basics of Education and Teaching in Schools. Legalization is done by the state government Republic of Indonesia led by President Mr. Asaat, former chairman of CNIC. Four months after the ratification of this, Republic of Indonesia changed again from the federation to unity. This political change requires the ministry of education to resubmit Law 4 In 1950 to House of Representatives (DPR) in December 1953. They reached an agreement to certify the Law 4 of 1950 without changes. Government ratified soon became Act No. 12 Year 1954 Statement of Applicability of Act No. 4 of 1950 from former Republic of Indonesia Basics Education and Teaching in Schools for the whole of Indonesia. Law No. 4 In 1950 gives great attention to education history as the most important element in realizing the nation-building based national culture (see General Explanation no. 9). Article 3 Chapter III states that education and teaching aims: (1) to establish human decency who has skill, (2) citizens who uphold the values of democracy and (3) a citizen who is responsible for the welfare of people and homeland. Curriculum of history education appeared first of the education law. Since 1945 has been prepared by first Education Minister Ki Hajar Dewantara. He directs the history education in order to evoke the spirit of the struggle against colonialism, imperialism and feudalism. The concept is very influenced by the war of independen against the Dutch from 1945 to 1949. The education minister replacement Dewantara continuing education concept of history for more practical purposes. They develop educational purposes history to foster pride in young generation of glory in the past. According to Tanner and Tanner as quoted Hasan ( 2013 : 4 ) that history education curriculum is based on the philosophical foundation . There are four curriculum philosophy : perrenialism, essensialism, humanism and reconstructionism. History education curriculum in Indonesia since 1945 greatly influenced perrenalism philosophy. This philosophy puts education history to develop a sense of pride in the nation's achievements in the past. That is in accordance with the needs of the Indonesian government is raising the pride of the past to eliminate the sense of inferiority as a colonized people. Perrenialism seems to be "antidote of toxic" political rhetoric that the Dutch colonized Indonesia for 350 years. This rhetoric aims to arouse hatred against the Dutch. But this rhetoric also negatively affect foster a sense of inferiority Indonesian youths. This impact resolved with perrenialism philosophy that emphasizes pride in the achievements of Indonesia in the past. Various achievements of the past which proves the Indonesian nation has a high civilization before the colonial period became a topic of history teaching in schools. The Indonesian government did ―recovered history‖, namely to the rediscovery of the past that have been forgotten. This concept purpose to evoke pride in the achievements of the past (Syukur, 2013 : 17 ). In addition to conducting ―recovered history‖, the Indonesian government is also doing ―invented history‖, ie, change, replace and restate about the past with the new version of the more satisfying the needs of the present and future (Syukur, 2013 : 18 ). Therefore, the preparation of the narrative is not to seek the truth about what happened in the past, but look for fairness about what should happen in the past in order to evoke pride. Perrenialism influenced political interests make history education curriculum has been criticized in first national history seminar in December 1957 in Yogyakarta. The debate in this seminar represented the thought of two main speakers, Muhammad Yamin and Soedjatmoko (see Syukur, 2013 and 2010).

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Social Conservation based on Nation Character Building Thought Yamin represent perrenialism support groups, while Soedjatmoko representing the support gorups of essentialism in history education curriculum. The essentialism saw education as a means of development for intellectual ability. Political developments in Indonesia in the 1950s and 1960s are very profitable perrenialism supporters. Their ideas about the concept of the history education for benefit of a more practical is needed government. On July 5, 1959 President Sukarno issued Presidential Decree to end the political crisis after the general election in 1955. All the results of this election was canceled by President Sukarno. Since 1959, the greater the power of President Sukarno. His thinking became a political manifestation of Indonesia, namely the Constitution of 1945, Indonesian Socialism, Guided Democracy, Guided Economy and Personality Indonesia. People's Consultative Assembly in 1960 made this five political manifestation as Outlines of State Policy (TAP MPRS No. I / MPRS / 1960). Minister of Education Prijono immediately transform the national education curriculum in accordance with the government's policy line. He made a national education as a tool of Indonesian revolution against four ideology: neo-colonialism, neo-imperialism, capitalism and feudalism. The purpose of education adapted to the policy of President Sukarno to create a socialist society Indonesia. In 1964 Minister Priyono impose a new curriculum. In this curriculum strengthening perrenialism in history education by providing excessive veneration of the Declaration of Independence August 17, 1945 to create a socialist society (Syukur, 2014). The process of formation and development of the substance of education history in the curriculum create polemics between the communist groups and the Army (McGregor , 2007: 39-60 ). Their conflict reaches climax with the murder of Army leadership by the September 30th Movement forces on 1 October 1965. In this murder communist groups became the prime suspect. They did not succeed dismissed the allegations as an intellectual actor murder. As a result, they suffered the tragic destruction (Syukur, 2008 ). Army's political position stronger after destroying the communist groups. They gain the political support of the civil power of the anti-communist. Both work together dominate the legislature and the executive. In 1968 the Army high command General Suharto replace President Sukarno. The political changes affect vision, substance and narrative of history education curriculum which is anticommunist.

Perrenialism or Essentialism The change of government in 1968 gave new hope essentialism support in developing the educational curriculum history. They are given the opportunity by the government to develop a vision, substance and new narratives. On 4 April 1970 the Minister of Education set up a Committee for Preparation of Indonesian National History Standards book . This committee led by a leading of Indonesia historian Sartono Kartodirdjo. After working for four years the committee a draft of the book as much as six volumes. Government publish it and set it as the official book school history in Curriculum 1975 (Syukur, 2010 : 50-52 ). Education history in 1975 curriculum plans is a blend of perenialisme and essentialism. However, this plan did not go as expected. Essentialism supporters resigned after they were disappointed with the government's decision to publish a their book draft without perfected. Their resignation harm the interests of essentialism support gourps precisely because they can not affect vision, substance and narrative history education in schools. Supporting perenialisme fully mastered the curriculum development history also write the cult of the Army's success in the War of Independence 1945-1949 and crush the rebellion in the 1950s and the 1960s. The success of the Army crush rebellion September 30 Movement controlled of the Indonesian Communist Party to be highlight of pride. History education curriculum serves to create a Pancasila society that is anti-communism. Perrenialism influence in history education curriculum grew stronger after the government raised the main figure, Nugroho Notosusanto as Minister of Education in 1983. He gets a special task to realize the idea of creating a curriculum that emphasizes the affective aspects. This idea became a part that should be implemented as a mandate Outlines of State Policies 1982. For that formed a separate subject: History Education of National Struggle in Curriculum 1984. Education curriculum history of getting the attention of a very large compared to the previous curriculum. The existence of Ministry Nugroho Notosusanto is main factors supporting perrenialism strengthen into history education curriculum. Their influence declined after his died in June 1986. His successor provide opportunities to esensiaslisme support gourps to formulate a new vision, substance and narrative history education. But they did not succeed in eliminating the influence perrenialism in improvement of history education curriculum 1984. They also failed to compile the history education based on the essentialism in curriculum of 1994. Influence perenialisme in curriculum can only be reduced but not eliminated.

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Proceeding of 4th International Conference on Education and Social Sciences Essentialism support groups have a better chance in 1998 to develop a new concept of education history. This great opportunity is open after the end of New Order and governance reforms to accommodate the pressure of reform movement evaluating educational curriculum history. Forms of accommodation to this pressure is the preparation of Indonesia's ten controversial historical events and the implementation of the curriculum supplement in 1999. In late 1999, President Habibie replaced President Abdurrahman Wahid. He gives a greater opportunity to support essentialism to draft new educational curriculum history. Similar support is also given President Megawati who succeeded in 2001. The new curriculum team drafted and completed its work during the Megawati administration. She imposed curikulum 2004 before his tenure ended in late 2004. Curriculum 2004 reforms to history education. The concept is based on the essentialism. However, this curriculum protests from anti-communist groups within and outside government. They were protesting the substance and narrative history education in 2004 curriculum remove the communist uprising in Madiun in 1948 and the involvement of the Indonesian Communist Party in the September 30th Movement uprising in Jakarta in 1965. The pressure encourage government Susilo Bambang Yudhoyono to stop the implementation of the curriculum and replace it with the curriculum in 2006. The curriculum of 2004 is built on principle of essentialism which enable the curriculum as a means of development intellectual abilities. Drafter apply this principle so that history education was developed as a means of developing the intellectual ability to seek the truth about what happened in the past. Its application was contrary to the anti-communist politics. This case proves that history for the purpose of education is very different from the history of intellectual development. The purpose of history education is not to search for truth about what happened in the past, but fairness that should have happened in the past in order to strengthen the political interests of present and future. Government replaces the 2004 curriculum with the curriculum in 2006. The curriculum is prepared mid-year 2005. Throughout the history curriculum in Indonesia, the curriculum 2006 is the most concise preparation curriculum, which is one year. While other curriculum prepared for three years. Among curriculum ever imposed in Indonesia, the curriculum is also the lowest curriculum in place the position of history education in nation-building project. These policies interfere with the development of the nation. Four years after the enactment of the curriculum Yudhoyono's second administration aware of weaknesses this curriculum and tried to fix it with a character education program. The program aims to rediscover the identity of the Indonesian nation. Unfortunately Minister of Education Muhammad Nuh (2009-2014) not recreate the subjects of history as the inventor and developer of the nation's identity. He did not know that similar problems are faced by the minister of education at the beginning of independence. Indonesian nation has lost its identity during the colonial Dutch East Indies and the Japanese military occupation . They have managed to make the lessons of history as its main pillars. Their success is not known by the Minister Muhammad Nuh so that he does not believe in ability lessons of history to overcome the problem of losing the nation character. Critics of the History Education Concept in Curriculum 2013 The government replace curriculum of 2006 with the curriculum of 2013. Kurikulum ini dipersiapkan pada tahun 2010. Said Hamid Hasan, a member of the drafting team, told me on one occasion in 2013 that Minister Muhammad Nuh at first did not enter history education into a compulsory subject group. Changed its policy after getting pressure from the National Defense Institute reminder of the importance history education in the nation-building project. The structure of curriculum of 2013 split the two groups of subjects: Compulsory and Specialization. Education history are in these two groups of subjects. Nomenkaltur subjects for history education in compulsory subject groups is History of Indonesia, while the nomenclature of history education in Specialization subject groups is History. Note the table below : Table 1 : Compulsory Subject Group No

Subject of Lesson

1 2 3 4 5

Compulsory Group A Religious and Moral Education Pancasila and Civic Education Indonesian Mathematics History of Indonesia

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Alocation of time per week X XI XII 3 2 4 4 2

3 2 4 4 2

3 2 4 4 2

Social Conservation based on Nation Character Building 6

English

2

2

2

1 2 3

Compulsory Groups B Art and Culture Physical Education, Sport and Heath Craft and Enterpreneurship

2 3 2

2 3 2

2 3 2

Table 2: Specialization Subject Group No 1 2 3 4

Subject of Lesson Specialization in Mathematics and Natural Sciences Mathematics Biology Fisical Science Chemistry

1 2 3 4 1 2 3 4

Alocation of time per week X XI XII 3 3 3 3

4 4 4 4

4 4 4 4

Specialization in Social Sciences Geografy History Sosiology Economics

3 3 3 3

4 4 4 4

4 4 4 4

Specialization in Linguistics and Culture Indonesian Language and Literature English Language and Literature Langguage and Literature Foreign Antropology

3 3 3 3

4 4 4 4

4 4 4 4

Organizing the subject matter of history education in curriculum of 2013 using concentric method. According to this method the history of a nation as a whole is taught in the form of a widening circle with more details for each stage or subject. Concentric method has a number of conceptual weaknesses that repetition of material which can lead to boredom , do not provide a complete knowledge on the matter , and the difficulty is able to understand the concept of distance in time for the younger students ( Kochhar , 2008: 79). The first complaint submitted by history teachers in workshops deepening the subject matter of history in the curriculum of 2013. This event was held in 2013 and 2014 by the Directorate of History and Cultural Values, Directorate General of Culture, Ministry of Education and Culture. Every year activities are organized in 33 provinces, followed by 60 teachers of history in every province so that one year of the workshop can be attended by 1980 teachers. They are difficult to distinguish the same historical subject matter in a group of compulsory subjects and groups of subjects specialization. This fact can be the basis for the Ministry of Education to evaluate the use of concentric in organizing the subject matter of history. Several methods of organizing the material can be used as an option: chronology method, topics method, regression method, line of development method, and flake method. Yet another option is never used by the developers of history education curriculum. They have stuck with concentric methods like frogs are trapped in the shell. The consentric method is also called as a spiral method spiral. This method is used since the 1975 curriculum. Repetition of material is done in a three -year cycle of lessons. The entire subject matter of Indonesian history from prehistoric to modern times given in grades 4, 5 and 6 in primary school. The whole matter deepened and expanded in grade 1, 2 and 3 in Junior High School. The same material was also deepened and expanded back in grade 1, 2 and 3 in high school. This concentric method is boring the students in high school in the study of history because they have got it in Elementary and Junior High School (Syukur, 2013). Distinguishing the same material in concentric methods are deepening and widening aspects. However, these guidelines apply only in theory, not in practice. The teachers of history and students in the history class have difficulty distinguishing the same historical subject matter. The same case happened in 2013 curriculum. The developers in 2013 curriculum also failed to provide guidance to teachers in order to perform the deepening and widening of the subject matter of history that has been studied by students in previous classes. Complaints of teachers and students in high school to the substance of history education curriculum is an incentive for governments to replace it with another method of organizing. Several methods of organizing the material can be used as an option: chronology method, topics method, regression method, line of development method, and flake method. Among these alternative methods should the government

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Proceeding of 4th International Conference on Education and Social Sciences choose the method of topics . This method makes it easy for teachers to teach and organize tasks and learning activities and provides an opportunity for students to learn about events in the past in depth and extends from various aspects. They can discuss all aspects of a problem in one shot (Kochhar, 2008: 8081). Methods of topics help the government to distinguish between the substance of the subjects History of Indonesia in the compulsory group with the the substance of subject History in the specialization group. Distinguishing the two is not based on the deepening and widening of explanation the same topics as those done by method of concentric, but distinguishing is a selection of different topics. Each topic can be developed with a different educational philosophies. There are four educational philosophy used in the curriculum in 2013, namely perrenialism, essensialism, experimentalism and social recontructionism. All four were put together by taking the goodness of each educational philosophy. This fusion method using the basic principles of eclectism philosophy. The choice of eclecticism is based on an assessment of curriculum drafter that none of educational philosophy that can be used specifically for development curriculum to produce quality human (Annex Regulation of the Minister of Education and Culture No. 69 of 2013). This assumption is not valid in history education curriculum. The substance of history education can be developed by using the philosophy of education. There are two educational philosophies which greatly influenced the development substance of history education in Indonesia, namely perrenialism and essensialism. Governments can use separately both this educational philosophy to develop different topics. The use of the educational philosophy as a whole provides a clear direction for development history education curriculum and appropriate methods to achieve the goal of teaching history. Perrenialism in history education can strengthen the sense of pride in the young generation to glory of nation in the past. Such pride is very important and useful for national and charachter buiding. The topics were developed based on the philosophy perrenialism better suited for applications in the history of education curriculum in elementary school and junior high school. Unfortunately the history of education in elementary school and junior high school combined with economics, sociology and geography in the subjects of Social Sciences. Merging the four elements of education makes the idea perrenialism philosophy can not be applied in full because it is not in accordance with the philosophy of economics, sociology and geography. Based on these considerations, the history of education should be given separately as an independent subject. The development of educational curriculum in high school history more in line with the philosophy essensialism. They have the intellectual ability to analyze each topic from various aspects. Philosophy of essentialism directing history education to achieve high intellectual abilities in order to understand the knowledge of history well in accordance with the science of history. Increase in their intellectual ability is very useful to strengthen the past pride gained in the study of history in elementary and secondary schools. Increase in their intellectual ability is very useful to strengthen the past pride gained in the study of history in elementary and secondary schools. Essentialism enhance their pride toglory of nation in the past. The right combination of essentialism and perenialisme make history education has an important position in the national and charachter building.

CONCLUSION The first Education Minister Ki Hajar Dewantara was the foundation stone for the development history education curriculum for national and character building. The idea was developed and continued by further education minister. With their support , the position history education is very important in every curriculum. The first educational curriculum drawn up in 1947 under the name of lesson plans and curriculum latest is the curriculum in 2013. Position the least education history contained in the curriculum of 2006. Formation the curriculum was motivated by protest of anti-communist groups outside and inside the administration on the substance of history education in 2004 curriculum. History education curriculum development in the direction of social engineering project for the construction of national character by the government. In 1950 the government published the first law of education. This law became history education as the most important element to build a nation that is characterized by : a democratic, nationalist and anti- feudalism. Development nation in the 1960s aims to build a democratics society. Ten years later, President Soekarno change the direction of national and character building to create revolutionary generation against neo-colonialism, neo-imperialism, neoliberalism, neo-capitalism and feudalism. Development nation in the 1960s aims to build a socialist society The administration of President Soekarno ended in 1968. He was succeeded by President Soeharto. Direction of development nation change since 1968 it no longer creates the revolutionary generation but generations of development. The goal was also changed from creating a socialist society into a just and

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Social Conservation based on Nation Character Building prosperous society based on Pancasila. In 1998 President Suharto was replaced by BJ Habibie. The political changes in 1945, 1959, 1965 and 1998 greatly influenced the direction of development of nation's character and the development of history education curriculum. Since 1998 the development educational curriculum of history influenced by the idea of rebuilding the democratic society. Education curriculum that affected the idea are curriculum supplement of 1999, curriculum of 2004, curriculum of 2006 and curriculum of 2013. Four of the curriculum using concentric method to organize teaching materials. This method raises the boredom of students as studying the same material. The history teacher also had difficulty in applying the deepening and expansion of material to distinguish between the same material. This preliminary study concluded that the government should replace the concentric method with other methods and philosophy of eclecticism in the curriculum in 2013 with more specific educational philosophy. Eclecticism in 2013 curriculum that combines four of educational philosophy namely perrenialism, essentialism, experimentalism and social rekonstructionalism. This philosophy can not be applied because it eliminates the direction of development history education. The conclusion is based on the experience of merger between philosophy perrenialisme and essentialism in previous curriculum. Philosophy perrenialism and essentialism is needed for development educational curriculum in history as the most important part of social engineering project. Necessary to regulate its application at different levels of education unit. Philosophy perrenialism and essentialism is needed for the development of educational curriculum in history as the most important part of social engineering project. Necessary to regulate its application at different levels of education units so that every philosophy managed to achieve learning goals.

REFERENCES Documents Peraturan Menteri Pendidikn Dan Kebudayaan Republik Indonesia No. 69 Tahun 2013 Tentang Kerangka Dasar Dan Struktur Kurikulum Sekolah Menengah Atas /Madrasah Aliyah. Keputusan Presiden Republik Indonesia No. 0145 Tahun 1965 tentang Nama dan rumusan Induk Sistim Pendidikan Nasional Keputusan No. 19 Tahun 1965 Tentang Pokok-Pokok Sistim Pendidikan Nasional. Ketetapan MPRS No. I/MPRS/1960 tentang Manifesto Politik Republik Indonesia sebagai Garis-Garis Besar Haloan Negara Undang-Undang No. 4 Tahun 1950 tentang Dasar-Dasar Pendidikan Dan Pengadjaran di Sekolah Undang-Undang No. 12 Tahun 1954 tentang Pernyataan Berlakuknya Undang-Undang No. 4 Tahun 1950 Dari Republik Indonesia Dahulu tentang Dasar-Dasar Pendidikan Dan Pengadjaran di Sekolah Books Hasan, Said Hamid (2012). Pendidikan Sejarah Indonesia: Isu dalam Ide dan Pembelajaran. Bandung: Rizqi. Hidayat, Sholeh (2013). Pengembangan Kurikulum Baru. Bandung: Rosdakarya. Klooster, H.A.J. (1985). Indonesiers Schrijven Hun Geschiedenis: De Ontwikkeling van de Indonesische Geschiedebeoefening in Theorie en Praktijk 1900-1980. Dordrecht-Holland/Chinnaminson-U.S.A.: Foris Publications. Kochhar, S.K. (2008). Teaching of History. Jakarta: Grasindo. McCullagh, C. Behan (1998) The Truth of History. London and New York: Routledge. McGregor, Katharine E. (2007). History in Uniform: Military Ideology and the Construction of Indonesia‟s Past. Singapore: NUS Press. Nordholt, Henk Schulte., Bambang Purwanto 7 Ratna Saptari (2012). Perspektif Baru Penulisan Sejarah Indonesia. Jakarta: Obor. Soedjatmoko, Mohammad Ali, G.J. Resink & G. McT. Kahin (1995), Historiografi Indonesia: Sebuah Pengantar. Jakarta: Gramedia. Sukmadinata, Nana Syaodah (2013). Pengembangan Kurikulum: Teori dan Praktek. Bandung: Rosdakarya. Tilaar, H.A.R. (1995), Pembangunan Pendidikan Nasiomal 1945-1995. Jakarta: Grasindo. Theses Syukur, Abdul, Pengajaran Sejarah Indonesia Kurikulum 1964-2004: Sebuah Stabilitas Yang Dinamis, Disertasi 2013 Program Studi Ilmu Sejarah Fakultas Ilmu Pengetahuan Budaya Universitas Indonesia

Conference Proceeding Syukur, Abdul, ―Historiografi Indonesia: Di antara Historiografi Nasional dan Historiografi Alternatif,‖ dalam International Workshop, ―Historiografi Indonesia Pasca Orde Baru: Antara Historiografi Nasional dan Historiografi Altenatif,‖ Pusat Studi Sosial Asia Tenggara Universitas Gajah Mada dan Australian Rerearch Council, Yogyakarta 2007.

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Proceeding of 4th International Conference on Education and Social Sciences ______―Antara Kepentingan Politis dan Akademis: Pengajaran Sejarah di Indonesia Dalam Konstruksi Baru 19421957,‖ International Workshop Jurusan Sejarah Universitas Gajah Mada, Institut Sejarah Indonesia, Leiden Univrsiteit, dan The Australian National University, Yogyakarta 14-15 January 2010 ______Historiografi Nasional dan Historiografi Alternatif (Makalah International Workshop Post New Order Historiography: Formulating National And Alternative Perspectives pada 2-4 July 2007, kerjasama Australian Research Council, Australi dan CESASS Universitas Gajah Mada Yogyakarta, Indonesia. ______‖Pergulatan Visi Pendidikan Sejarah Indonesia 1945-2013‖ International Seminar on Social, Politics, History and Education for Schools and Societes, Fakultas of Social Sciences, Yogyakarta State Univerity, December 12, 2014. Journal Articles Syukur, Abdul―Dekolonisasi Pengajaran Sejarah di Indonesia,‖ Jurnal Lontar Vol. 7, No. 1 Januari-Juni 2010 ______―Historiografi Belandasentris: Pembentukan dan Perkembangannya,‖ Jurnal Lontar Vol 7 No. 2, JuliDesember 2010 ______―Eropasentris versus Asiasentris: Polemik Historiografi Yang Terus Berlanjut‖, Jurnal Lontar Vol 8 No 1, Januari – Juni 2011.

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Social Conservation based on Nation Character Building

THE STUDY OF BEST PRACTICE OF THE BANTAENG RESIDENCE GOVERNMENT INNOVATION: BRIGRADE SIAGA BENCANA Ainur Rofieq, Rahmat Nuryono Faculty of Social and Political Science, Islamic “45” University of Bekasi ABSTRACT In an effort to organize a good governance and to give a good service to the public, the local government has been doing some innovation programs. Those policies are expected to have a capability to improve the welfare of the people. Bantaeng is a Residence that have a topography of the coastal lowlands to highlands. Those kind of character of the area makes the people hard to access the public services. Even less, the people of Bantaeng is still dominated by the poor. Under this existing condition, then the Regent of Bantaeng, Nurdin Abdullah, had made an innovative policy in the first period of his governance, by establishing Disaster Preparedness Brigade or called Brigade Siaga Bencana (BSB). The existence of BSB hopefully could reduce the mortality of woman and children due to accidents. Beside the fast service and proactive system to the source location of victim, BSB also has a free payment, because all medical expenses and disaster recovery has been paid by the government using their budget. Keywords: Government Innovation on Public Service, Brigade Siaga Bencana, Public Policy, Bantaeng

INTRODUCTION Bantaeng Residence is a residence in South Sulawesi province bordering Jeneponto, Bulukumba, Gowa, and the Flores Sea. Distance from the capital of South Sulawesi, Makassar is ± 120 miles to a position located at 5 ° 21'13 '' - 5 ° 35'26 '' south latitude and 119 ° 51'42 '' - 120 ° 05'27 '' Longitude East. Bantaeng is located in a coastal area that extends to the west to the east of the city and its land area from the edge of the Flores Sea to the mountains around Mount Lompobattang with altitude from sea level to a height of 0-25 m to over 1,000 m above sea level. Bantaeng with altitude region between 100500M from sea level is the widest area or 29.6 percent of the area entirely, and the smallest is the area with a height of 0-25 m above sea level or only 10.3 percent of the total area. Bantaen geographic location has a strategic three-dimensional nature which are hills of the mountains, valleys and coastal plains. Administratively, Bantaeng has an area of 395.83 km2 with 8 districts, 21 villages, and 46 villages. District Tompobulu is the widest sub-district, with an area 76.99 km2 or 19,45 percent of the total Bantaeng, while the District of Bantaeng is the smallest sub-district with an area of 28.85 km2, or by 7.29 percent. Based on BPS data Bantaeng in 2013, the population is of 179.505 inhabitants consisting of men (86.950) and women (92.555) with the sex ratio is 94. In the course of its history, Bantaeng is one of the old districts in South Sulawesi. Since the year 500 AD, Bantaeng was known as "Butta Toa". In the Dutch colonial period, Bantaeng or Bantayan did Afdeling which served as the center of government which coordinated several surrounding areas. On 11 November 1737, the name was changed into Bonthain Bantayan by the Dutch government. After independence, Bonthain was changed into The District of Bantaeng through Law No. 29/1959. Since formed into the district until today, Bantaeng has been led by nine regent.

CONCEPTS OF BEST PRACTICES AND INNOVATION Study of best practices is carried out to provide a description of the innovation program undertaken by the major of Bantaeng, in this case the leadership of Regents Prof. Dr Ir. HM. Nurdin Abdullah, M. Agr. which has led Bantaeng during two periods: First Period Second Period 2008-2013 and 2013-2018. Best practices according to UN Habitat (You & Kitio, 2005) is an initiative that has resulted in prominent contribution in improving the quality of life, both in cities and society in general. If it is explained further, that proved successful initiatives are (You & Kitio, 2005): a. Have a demonstrable impact in improving the quality of people's lives; b. Is the result of effective cooperation between the public sector, private sector and civil society; and c. Sustainable in social, cultural, economic, and environmental level. Governance in the era of regional autonomy has given new hope to get better services and improving quality of life. Policy of decentralization and regional autonomy has given broad discretionary powers

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Proceeding of 4th International Conference on Education and Social Sciences to local government. Besides running a government organization, local government also develops policies and programs that are creative and innovative. Innovation can be in the public domain, in this case the public institutions need to perform a variety of innovations in order to enhance its role in community development. In accordance to Law Number 32 Year 2004 on Regional Government, philosophy of decentralization is the realization of improved public services, improvement of regional competitiveness, and improving social welfare. Those three things are done with good governance. From those three important things, the ultimate goal is the improvement of public welfare. Therefore, innovation should also be done in spirit to strengten and to improve the welfare of community. In practice, innovation system could be directed in some sectors to improve public services, increase the competitiveness of the region, or the system of governance. Public service should always concern and apply the principles of service standards, pattern of implementation, and level of public satisfaction with fixed monitoring and evaluation of the public administration performance. Its philosophy is public services sufficiency, facilitation, and efficiency. Sufficiency concerns on the availability of social basic services (education, health, food, and housing) and its supporting infrastructure. Facilitation includes the best service support provided by the government in terms of the needs of the administration and the public order. While efficiency is the improvement of public services involving the integration of the bureaucracy and its environment so that public services become cheaper, easier, and evenly (Latif and Tappa, 2010). Local government functions can be classified into three categories: the first is a public service functions (functions of community service) related to the activity of providing community social facilities, such as education, health, water, sanitation and so on; the second is the development functions (development function) associated with the activities of local community economic capacity building. This function primarily concerns with aspects of enabling and facilitating economic activities is to stimulate and accommodate economic growth, such as the opening of markets, issuing permits sought, setting up a network of roads, bridges and other facilities that support the local economy; and third is protective functions (public protection function) associated with providing protection to the people because of interference caused by either human or natural elements (Nurcholis, 2005).

BANTAENG RESIDENCE INNOVATION ON PUBLIC SERVICE To be able to produce creative and innovative policies, local governments need to formulate development plans based on the vision and mission. It is normally systematic development plan, scalable, effective and in accordance with the developments and changes in the document Long-Term Development Plan (RPJPD) and the Medium Term Development Plan (RPJMD). In the first period of government Prof. Dr Ir. HM. Nurdin Abdullah, M. Agr., Bantaeng set Vision of 2008-2013 which is "Leading Independent Village Based on Religious Values and Local Culture". While in the second period of government Prof. Dr Ir. HM. Nurdin Abdullah, M. Agr. years 2013-2018, the Government set a vision Bantaeng "Economic Growth Center in Southern South Sulawesi 2018". The mission of the Bantaeng Distric years 2013-2018 are: 1. Improving the quality of human resources capacity development through population. 2. Optimizing utilization of natural resources in agriculture and marine. 3. Improving network commerce, industry and tourism. 4. Maximizing the development of integrated community economic institute. 5. Strengthening institutional government. In best practices focus, Bantaeng Local Government formed Disaster Standby Brigade (Brigade Siaga Bencana/BSB), its establishment are because of: a. Social condition Bantaeng in the first period (2008-2013) reign of Prof. Dr Ir. HM. Nurdin Abdullah, M. Agr was quite alarming. Whole 182 thousand inhabitants (2007) of Bantaeng population was still dominated by the poor. There was 199 underdeveloped districts which is based on data from the Regional Development Ministry (KPDT). (Nuryono, 2015) Central Statistics Agency (BPS) Bantaeng shows, profession and livelihood of the population is still dominated by traditional farmers and only slightly into fishing, especially those who live in coastal areas or south side of Bantaeng. The rest also became traders, and worked in the service sector industries and government agencies. Bantaeng demographic composition of the work shows the number of farmers reached 74.35 percent, 12.02 percent followed by trade, service sector 8 percent, 4.54 percent in industry, and other sectors of 0.29 percent.

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Social Conservation based on Nation Character Building Revenue (PAD) Bantaeng was Rp 13.85 billion. Meanwhile, the poverty rate stood at 2.12 percent of the total population Bantaeng. In addition, the unemployment rate in Bantaeng quite high, 12.09 percent. b.

Access area factor Geographical conditions Bantaeng include areas which are classified as hazardous, especially floods and landslides to the lowlands to highlands or mountain areas including dry land areas for cultivation or rainfed agriculture. Upland areas is prone to landslides, hard water in the dry season and other environmental hazards. In contrast, in the lowlands are very prone to flooding, especially in the rainy season. Other impacts, Bantaeng into areas prone to drought, pests and diseases. Thus, working in the agricultural sector was not very promising for the citizens at that time. Many farmers or productive age population in Bantaeng are frustrated and leave the area because it is considered less promising for the future.

c.

Community awareness of Clean and Healthy Lifestyle (Pola Hidup Bersih dan Sehat/PHBS) Bantaeng in the early period of development in 2008 had to start from the bottom. With an economic growth rate recorded 5.37 percent, Gross Domestic Product (GDP) per capita stood at USD 5.5 million, as well as the Human Development Index (HDI) of 65.69 percent, Bantaeng ranks 17 out of 24 District / City in South Sulawesi. Even in 2008-2009 Bantaeng health condition was very poor. Maternal mortality by 222.7 / 100,000, the infant mortality rate of 4.76% or 38 cases, 32 cases of child mortality and malnutrition 16 cases.

BSB program was inaugurated on December 7, 2009 by the Governor of South Sulawesi, to coincide with the anniversary of the Residence of Bantaeng to 756 years. The BSB motto is "Fast Service, Saved Patient ". BSB program is a program of proactive model of health care, where patients only call 113 will be visited by a health worker. Free health care is to act quickly to provide first aid to patients at home by ambulance and took him to the hospital for further treatment. Innovation policy aims to anticipate any disasters, providing health care in a patient, and provide emergency response away from the center of public health services (PUSKESMAS). Speed of health services is based on the distance from the scene by the headquarters of the BSB and the time it takes to reach that location, as in Figure 1 below:

Figure 1. Covered Area BSB Program

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Proceeding of 4th International Conference on Education and Social Sciences Implementation of the program BSB turns an impact in improving the quality of life Bantaeng. This is indicated by the decline in the mortality rate of infants and toddlers, as the data in Table 1 below: Table 1. Number of Cases of Infant Mortality 2008-2012 Year 2008 2009 2010 2011 2012

Number of Cases 38 64 43 31 0

Source: Bantaeng Dalam Angka, 2013 The number of cases of infant mortality in Bantaeng decreased from 2008-2012. In 2008 the number of cases of infant deaths were 38 cases, increased in 2009 with the number of cases as many as 64 cases. In 2010 the number of cases declined until in 2012 is no longer a case of infant mortality. As for maternal deaths period 2008-2012, as Table 2 below: Table 2. Number of Cases Maternal Mortality 2008-2012 Year 2008 2009 2010 2011 2012

Number of Cases 17 15 11 3 0

Source: Bantaeng Dalam Angka, 2013 Numbers of cases of maternal mortality as the data in Table 2 shows a decreasing trend. In 2008 maternal deaths were 17 cases and decreasing until the year 2012 no maternal deaths. Likewise, the number of cases of malnutrition in Bantaeng years 2008-2012, as Table 3 below: Table 3. Number of Cases of Malnutrition 2008-2012 Year 2008 2009 2010 2011 2012

Number of Cases 16 13 17 0 0

Source: Bantaeng Dalam Angka, 2013 Cases of malnutrition that occurs in Bantaeng years 2008-2012 also experienced a downward trend. In 2008 the number of cases of malnutrition as many as 16 cases and decreased in the following year with as many as 13 cases. Although in 2010 increased, but the next two years no cases of malnutrition. Table 4. Number of Disaster Standby Brigade Services 2009-2013 Year 2009 2010 2011 2012 2013

Total Services (Person) 65 1.367 2.116 3.343 6.773

Source: Bantaeng Dalam Angka, 2013 In terms of the number of services provided by BSB during the years 2009-2013 has increased significantly. In the early years of its formation, BSB only serve 65 people. But in 2010 increased by serving 1,367 people, an increase of 2,003 percent. In 2013 the number of people who were served by BSB 6773 people. Similarly, the operating budget of the BSB in the budget as Table 5 below:

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Social Conservation based on Nation Character Building Table 5. Total Budget are realized through the budget for Disaster Standby Brigade Operations 20102013 Year 2010 2011 2012 2013

Total Budget (Rupiahs) 981,6 million 1 billion 1,5 billion 2,1 billion

Source: Bantaeng Dalam Angka, 2013 Operational budget required for the BSB in Bantaeng year 2010-2013 had increased significantly with the number of services provided. In 2010 the operating budget amounted to 981.6 million dollars BSB and in 2013 increased to 2.1 billion dollars. Implementation BSB is a result of cooperation between the public and private sector. HM. Nurdin Abdullah, M. Agr. who graduated master's and doctoral programs in Kyushu University established relationships with a number of people, especially businessmen. Before serving as Bantaeng regent, Prof. Dr Ir. HM. Nurdin Abdullah, M. Agr. had become a businessman with a position as president. Relationships have been established by the Japanese businessmen and then applied at the time of Prof. Dr Ir. HM. Nurdin Abdullah, M. Agr in the first period. BSB program is cooperation carried out by Ehime Toyota Japan in 2009 by giving ambulances with the help of the Japanese standard. Even with the help of Mayor Matsuyama, accounted for modern ambulances. Likewise, with the involvement of stakeholders in Bantaeng, which consists of the PMI, ORARI, Bantaeng Police, NU, SKPDs and so on. It is described from BSB Organizational Structure in Figure 2 below:

Figure 2. Organizational Structure BSB The BSB personnel consists of: 20 Doctor (ATLS, ACLS, GELS / SPGDT, ECG, etc.). 18 Nurses (BTCLS) 5 driver (MFR) 2 Cleaning Service (MFR) 40 Public Components consisting So, SAR, Tagana dept, driver public transportation, motorcycle taxi, community leaders, religious leaders. In terms of sustainability, BSB program has the support of all parties. BSB program has received appreciation from the Ministry of Health with Swasti Saba Padapa award for services in organizing Health District 2011. There was also received Piagam Penghargaan Program Pelayanan Kesehatan Gratis Provinsi Sul- Sel 2011. 1. 2. 3. 4. 5.

CONCLUSION Best practices is a tool to measure the success of innovations created by the regent. In best practices studies, the initiative will be success if it has impact, cooperation, and is sustainable. Autonomy region had given an authority for the regent to create inovation to improve social welfare.

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Proceeding of 4th International Conference on Education and Social Sciences Innovation policy done by Bantaeng District under Prof. Dr. Ir. HM. Nurdin Abdullah, M.Agr. leadership is to serve public closely by establishing Disaster Standby Brigade (BSB). BSB gives big impact to the decrease of pregnancy and infant mortality, malnutrition. On the other hand, there is also an increasing number of its budget (APBD) and people getting its service since it is free for them. He implemented of BSB involves all service units of local government (SKPD) and stakeholder in Bantaeng District. It also involves cooperation with another country, especially with Japan. It has finally become sustainable program in the second period of Prof. Dr. Ir. HM. Nurdin Abdullah, M.Agr. leaderhip and still runs until now and gets huge appreciations.

REFERENCES Badan Pusat Statistik (BPS) Kabupaten Bantaeng. Bantaeng Dalam Angka 2013. Damayanti, Kania, Marsono, Witra Apdhi Yohanitas (Peny). 2014. Direktori Inovasi Administrasi Negara. Jakarta: Pusat Inovasi Pelayanan Publik – Lembaga Administrasi Negara. Nurcholish, Hanif. 2005. Teori dan Praktik Pemerintahan dan Otonomi Daerah. Jakarta: PT Gramedia Widia Sarana Indonesia. Nuryono, Rahmat, Ainur Rofieq, Iskandar Helmy. 2015. Berjuang dan Bekerja Mewujudkan The New Bantaeng. Jakarta: Institut Leadership Indonesia. You, Nicholas , Vincet Kitio. 2005. ―Overview of Best Practices Knowledge Framework‖, Paper dipresentasikan pada Pertemuan Approaches and Methodologies for the Assessment and Transfer of Best Practices in Governance and Public Administration‖, Tunis, 13-14 June 2005. Latief, Sukriansyah S., Nurdin Tappa (Ed). 2010. Prakarsa Memintas Pembangunan: Hasil Monitoring dan Evaluasi Kinerja Pemerintah Kabupaten-Kota se-Sulawesi Selatan. Makassar: The Fajar Institute of Pro Otonomi (FIPO). www.bantaengkab.go.id

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Social Conservation based on Nation Character Building

STATUS OF SOIL FERTILITY’S CARRYING CAPACITY FOR GREENING PLANTS IN UNNES BIODIVERSITY TRANGKIL SEKARAN PARK, SEMARANG Ananto Aji Department of Geography, Faculty of Social Sciences, Semarang State University ABSTRACT Status of soil fertility‘s carrying capacity in this research is limited as the ability of the various attributes of soil fertility in order to support plant life which is growing on it. The purpose of this research is to know the status of the various attributes of the soil‘s fertility which becomes a success determinant of greening plant development in UNNES Biodiversity Park. The population of this research was the land conservation of Semarang State University which was established as the Biodiversity Park. Biodiversity Park is located in Trangkil - Sekaran with the area is approximately 15 hectares. Data collection was done by documentation method, field measurement, and laboratory tests. Method of data analysis was done by descriptive. The results of research show that the soil fertility‘s carrying capacity in research location is low classified. Parameter of soil pH tends to be high, even as alkalis, thus limiting the development of plants. Some soil chemical parameters (C-organic and N-total) are in very low circumstances which cause plants experiencing scarcity conditions. Instead of Fe and Mn micro nutrients are within the limits of toxic to plants. Considering this condition, then the choice of the plants type that can be developed in the Biodiversity Unnes Park is very limited. The submitted suggestion from this research is the needed for choosing kind of plants that really have tolerant of low status of soil fertility‘s carrying capacity. Keywords: carrying capacity, soil fertility, greening plants

INTRODUCTION Land is an area on the earth's surface that can be used for a variety of uses. Land use should be based on the ability and not exceed its carrying capacity. This is because the land also has a very important function for the environment preservation. At this time the land availability for environmental conservation (conservation land) is getting narrower and reduced. Conservation land is a land for efforts to prevent soil erosion or the occurrence of chemical and biological changes as a consequence of the wrong land use. Land conservation can help to preserve the environment in order to keep awake and beautiful. Conservation land can be filled by herbs or plants according to the ability of the land. Semarang State University (UNNES) is the University of Conservation which upholds the principles of the protection, preservation, utilization, and sustainable development of natural resources. Geographically UNNES is located in a mountainous area with a varied topography. Administratively UNNES is located in the Gunungpati District, Semarang City. The area is partly an area that has function as a water catchment area in order to maintain the hydrological cycle and water provider for the life of Semarang in the lower area. According to the Regional Regulation of Semarang City Number 14 in 2011 about Spatial Planning Area (RTRW) Semarang City in 2011-2031, one of the functions is as a development Gunungpati District is as the development of open green space (RTH). UNNES is located in the hills and surrounded by diverse habitats of animals and plants. It has a potential for the natural resources preservation. In the regulation of Semarang State University Rector number 27 in 2012 about Campus Management Based Conservation in Semarang State University, on article 3 mentions 7 main pillars of conservation, namely: (1) biodiversity conservation; (2) green architecture and internal transport system; (3) waste management; (4) paperless policies; (5) clean energy; (6) conservation, ethics, art, and culture; and (7) conservation cadre recruitment. To support the first pillar (biodiversity conservation), UNNES develops Biodiversity Park that aims to make the protection, preservation, utilization, and wisely and sustainable development on the environment, flora and fauna in UNNES and surrounding areas. The location of UNNES Biodiversity Park is ± 1 Km from campus UNNES westward, precisely it is located in the Trangkil hills. The area of UNNES‘s land in Trangkil is about 64 hectares, which are intended for Biodiversity Parks program is ± 15 ha. In the area of 15 hectares are currently planted with jarak kepyar (Ricinus communis L), teak (Tectona grandis), mahogany (Mahogany), albizia (Albizia falca-

63

Proceeding of 4th International Conference on Education and Social Sciences taria), and so on. These plants have a growing requirement that varies according to their needs. However, at the moment the existence of entire plants cannot grow well, even at some locations the plants are dead. Based on the description above, it is necessary to do the research to face the various inhibiting factors of the plants growth in the UNNES Biodiversity Park. So, it is needed to do research about "Status of Soil Fertility‘s Carrying Capacity for Greening Plants in UNNES Biodiversity Trangkil Sekaran Park, Semarang ".

RESEARCH METHODS The research was conducted on conservation land which is owned by Semarang State University designated as Biodiversity Park. Biodiversity Park is located in Trangkil, Sekaran, Semarang with the area is approximately ± 15 hectares. The samples of research were taken based on the class of slope. The number of samples was determined into 3 units, with a slope class >3 – 8%, >8 – 15%, and >15 – 30%. The samples were initially not only consider to slope classes, but also climate (precipitation) and geological conditions (metamorphic), but given the condition of precipitation and rocks on the location of Biodiversity Parks is similar, then the diversity of the sample is determined only by the class of slope (Figure 1). Data collection methods which were used include documentation methods, Biodiversity Park area measurement, field measurements, and laboratory tests. Data analysis was done by descriptive.

Figure 1. Sample Spot Map at UNNES Biodiversity Park The variables of research include a set of parameters that become benchmark of soil fertility. These parameters include the effective soil depth, annual precipitation, soil pH, organic carbon, total nitrogen, soil texture, P2O5, K2O, cation exchange capacity, exchangeable cations (K, Na, Ca, and Mg), as well as macro nutrients (P, K, Ca, Mg, Na, Fe, Mn, Zn, and Cu). The laboratory that was used as a reference for the analysis of soil physical and chemical properties is Testing Institute Laboratory for Agricultural Technology, Central Java.

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Social Conservation based on Nation Character Building RESULTS AND DISCUSSION The Conditions of Biodiversity UNNES Park Based on the survey results and field measurements, the area of UNNES Biodiversity Park is 15.27 hectares. Geographically UNNES Biodiversity Park is an area which is located in the hilly area and the region is in the east of UNNES campus. This area has the characteristics of a diverse land of plains, hills, and landslides. Based on the geological map reference, UNNES Biodiversity Park has bedrock layer which is classified as marine sedimentary rocks which have undergone deposition or erosion. Marin layer prove that the area was once entered into area waters. It is evident that at some spots in the research area was found limestone. Topography that is formed in the UNNES Biodiversity Park diverse form of plains and hills, with average height range 50-120 meters above sea level (GPS). In valley there is a tributary. The land in UNNES Biodiversity Park has three classes of slope, there are >3 – 8%, >8 – 15%, and >15 – 30%. In Table 1 is shown the extent of each slope class. Tabel 1. The Area of Slope in UNNES Biodiversity Park No

Class of Slope (%)

Slope

Area (Ha)

1

>3 – 8

Slight

0.38458

2

>8 – 15

Aslant

8.75531

3

>15 – 30

Sheer

6.64026

Source: Survey Result, 2014 The effective depth measurement is done in each class of slopes, the calculation of precipitation, and soil sampling. The soil samples were analyzed physical and chemical properties. In soil sampling, initially for each slope class taken at two points, then performed a composite process, so that for each slope class represented by only one soil sample. When the research was done, greening plant growth conditions are very worrying. Most of the plants are in a state greening dead or stunted. The dominant plants types were found in the location of UNNES Biodiversity Park are mahogany, teak, albizia, and ricinnus. In addition, other plants are also found such as bananas, herbaceous, and shrubs.

Laboratory analysis To determine the carrying capacity of soil fertility‘s status in the survey location, conducted field measurements and laboratory analyzes of the attributes (parameters) are the main determinants of fertility. In the following table shows the result of measurement of effective soil depth, the results of the calculation of precipitation, and the results of laboratory analysis (Table 2). As it know that the top soil layer (depth of 0-120 cm) is part of the soil to support plant growth. Part is usually the most fertile soil than the body part deeper soil. Said to be fertile because the top layer of the available plant nutrients (macro and micro) and a variety of conditions that plants need to grow well. On the ground that have physical, chemical and biological ideal to support the growth and development of plants. When the top layer is present in low fertility status, the growth and crop production will be disrupted. To determine the Carrying capacity of soil fertility‘s status in the UNNES Biodiversity Park location, it was needed to be made of benchmarking between soil properties attribute analysis results that have been conducted (table 2) with basic assessment criteria levels of soil fertility. The default level of soil fertility criteria referenced from various libraries. The standard criteria is generally accepted, however there are several types of plants that are able to survive on very bad support condition, a pioneer plant as shown. The result of benchmarking is the power state supported soil fertility, shown in table 3. Tabel 2. Status of Soil Fertility‘s Carrying Capacity No

Parameter

1 2 3 4

Depth Effectiveness Precipitation pH (H2O at temperature 27oC) Organic Carbon

Attribute Status on Slope Class 1 2 Deep Deep Very High Very High Rather alkalis Rather alkalis Very low Very low

3 Deep Very High Alkalis Very low

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Proceeding of 4th International Conference on Education and Social Sciences 5 6

7 8 9 10 11

12

Total Nitrogen Tekstur Sand Dust Clay P2O5 (Olsen) P2O5 (HCl 25%) K2O (HCl 25%) Cation Exchange Capacity (KTK) Exchangeable Cation K Na Ca Mg Micro and macro elements P K Ca Mg Na Fe Mn Zn Cu

Very low

Very low

Very low

Clay Tekstur Class

Clay Tekstur Class

Clay Tekstur Class

High Very High High

High Very High High

High Very High High

Low Very High Very High Medium

High Very High Very High Medium

Medium Very High Very High Medium

High High Very High Very High Very High Toxic Toxic Medium Medium

High Medium Very High Very High Very High Toxic Toxic Medium Medium

High High Very High Very High Very High Toxic Toxic Medium Medium

Source: Analysis Data, 2014 Based on the information from Table 3, the effective depth on the third class belongs to the slopes, so it does not become a barrier for any plant growth. Effective depth indicates the ability of plant roots to penetrate the soil. With the effective depth of the soil in the area, then cruising rooting (root zone) be knowledgeable and able to supply the needs of the plant. The high precipitation parameters are indeed very good for most of plants, but some are annual plants like teak and ricinnus, tend to be less suitable planted on land with a high precipitation. Outrageously high precipitation can lead to rooting plants are always flooded and experience the process of decay. In terms of soil reaction, the pH of the soil in Biodiversity UNNES Park is high, even on land with a slope class >15 – 30% already is alkaline. The high pH value will limit the choice of the type of plant. Slightly alkaline soil conditions and alkalis even become a major limiting factor for the growth of vegetation types that are not resistant to alkaline conditions. The high soil pH values presumably related to the bedrock in the form of a layer (sediment) yesterday. Marine sedimentation will undergo the process of pedogenetic with alkaline soil formation. To repair the condition of the soil alkalinity needed sulfur application, either in the form of a single fertilizer and compound fertilizer (example ZA). The amount of organic carbon (C-organic) and total nitrogen (N-total) in the location of Biodiversity Park is low. The low of both parameters are thought to have a real contribution to the cause not the growth of some plants in the garden care UNNES greening. Both parameters are needed for all kinds of plants in large quantities, so when soil level is very low, then the required intake, either in the form of organic matter (to increase organic C) and fertilizer N (to increase the N-total). If the fertilizing will be N, then it is recommended to use compound fertilizers which are able to lower the pH of the soil. Furthermore, with regard to the condition of texture, land in Biodiversity UNNES Park is dominated by the clay fraction, so it belongs to a class of clay texture. Conditions that predominantly clay soil texture (often called heavy ground) causes plant roots can not develop properly. In dry soil conditions it tends to harden resembles a hardened soil, making it difficult for plant roots to penetrate. In contrast to the rainy conditions the soil becomes fluffy, so that at each turn of the season (dry to wet or otherwise) of land will expand and contract. As a further consequence, the soil will be easy to move, let alone be on sloping topography. The phenomenon also occurs in the land stretcher Biodiversity UNNES Park, where the position of the plant often changed after the changes of season. The availability of land alkaline elements (K, Na, Ca, Mg) in Biodiversity UNNES Park is quite good. It is supported by bedrock of marine sediments that pedogeneticaly brings nature elements of a high base. The scarcity only occurs on the K element, so that the land should be planted when the fertilized potassium. The problem actually occurs in micro-nutrients (especially Fe and Mn) in view of its availability is exaggerated. Micro nutrients are needed by plants only in small amounts, so if too much availability will actually be toxic to growth of plant. Based on the information that is already described, the general status of the carrying capacity of the soil fertility in Biodiversity UNNES Park is actually less than ideal for greening plant growth. The main

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Social Conservation based on Nation Character Building causes of the low carrying capacity of the soil fertility are high precipitation, low organic C, high soil pH, and high levels of most micronutrients. The high precipitation can be still overcome by making the drainage so that rainwater is not stagnant. The stagnant water will cause decomposing root plants. The low of C organic can be treated with organic fertilizer or humus. By increasing C organic will spur the binding of nutrients to be more available to plants. The high pH of the soil can be treated with sulphur fertilizer, either in the form of a single element or in the form of a compound, such as ZA (Zwavelfuur Ammonia). Applications sulfur or ZA will be able to improve soil pH toward neutral (6.5 to 7.0), so that the chemical properties of the soil so forth were improved. The high alkaline elements, gradually also will decrease if the soil pH decreases. Similarly, the high micro elements will go down with decreasing soil pH to neutral.

CONCLUSION The research has been able to identify some parameters of the soil fertility which is suspected to be the cause of greening plants can't grow well in Biodiversity UNNES Park. The existence of these parameters is needed to be the benchmark for improving soil fertility‘s carrying capacity. The results of the research about status of soil fertility‘s carrying capacity which has been done should be used as a reference at the time of Biodiversity Park redesign, especially in zones designated for green open space by choosing plants in accordance with its carrying capacity.

REFERENCES Arsyad, Sitanala. 2000. Konservasi Tanah dan Air. Bogor: Penerbit IPB. Bemmelen, R.W. Van. 1970. The Geology of Indonesia, Volume IA. Martinus Nijhoff The Haque. The Netherlands. Brady, N., and R. Weil. 2002. The Nature and Properties of Soils. 8th Edition. New York: Macmillan. David, C.W. and J.G Raw. 1980. Environmental Impact Analysis Handbook. New York: McGraw Hill Book Co. FAO. 2007. Land Evaluation: Toward A Revised Framework. Land and Water Discussion Paper No 6. Rome: FAO. Hanafiah, K.A. 2010. Dasar-dasar Ilmu Tanah. Jakarta: PT RajaGrafindo Persada. Sartohadi, J., Jamulya, dan NIS Dewi. 2012. Geografi Tanah. Yogyakarta: Pustaka Pelajar. PPT. 1968. Pedoman Pengamatan Tanah di Lapangan. Bogor: PPT. PPTA. 1983. Kriteria Penilaian Analisis Kimia Tanah. Bogor: Pusat Penelitian Tanah dan Agroklimat. Suripin, 2004. Pelestarian Sumberdaya Tanah dan Air. Yogyakarta: Penerbit ANDI.

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Proceeding of 4th International Conference on Education and Social Sciences The Result of Soil Fertility Analysis in UNNES Biodiversity Park

3 >120 2,893

ppm %

7.81 0.57 0.08

7.66 0.65 0.08

9.15 0.41 0.07

% % % ppm ppm ppm Cmol(+)/kg

1.13 35.19 63.69 47.35 2,646.51 34.48

12.787 37.24 49.97 73.94 1,960.39 34.42

0.259 26.440 73.030 82.10 4,296.56 39.23

Cmol(+)/kg Cmol(+)/kg Cmol(+)/kg Cmol(+)/kg

0.19 7.00 20.92 1.42

0.65 9.61 23.34 1.45

0.52 8.19 21.65 1.14

% % % % % Ppm Ppm Ppm Ppm

0.23 2.34 2.72 76.82 0.16 15,573.54 358.63 99.99 6.27

0.23 1.32 2.22 53.61 0.08 13,348.32 334.64 65.16 24.17

0.18 2.60 58.19 96.15 3.35 16,419.53 501.99 81.73 15.46

Parameter

Unit

1 2 3

Effective Depth Precipitation pH - H2O pada suhu 27 oC Organic Carbon Total Nitrogen Tekstur Sand Dust Silt P2O5 (Olsen) P2O5 (HCl 25%) K2O (HCl 25%) Cation Exchange Capacity (KTK) Exchangeable Cation K Na Ca Mg

4 5 6

7 8 9 10 11

12

Micro – macro elements P K Ca Mg Na Fe Mn Zn Cu

Source: Primary data, 2014

68

cm mm

Slope Class Amount 1 2 >120 >120 2,893 2,893

No

Social Conservation based on Nation Character Building

AWARE ENVIRONMENTAL BEHAVIOR OF PEOPLE AROUND DAS KRIPIK Apik Budi Santoso Department of Geography, Faculty of Social Sciences, Semarang State University ABSTRACT People's daily behavior Hamlet Old Kalialang against chips river reflected their lifestyle. Behavior dispose of household waste in rivers, toilets in the river, making meterial (sand and stone), and the disposal of liquid waste into the river. Such behavior can cause more damage the environment. It can be seen through the phenomenon of floods and landslides. These events caused by environmental influences and the lack of public knowledge through formal education. This study aims to: 1) Determine the level of education of the population around the watershed chips, 2) Knowing the behavior of environmentally conscious people around the DAS chips, 3) Knowing relationship with the educational level of the population environmentally conscious behavior watershed chips. The population in this study are all family heads Kalialang old village community that is 239 people, with a sample of 60 deaths by proportional stratified random sampling technique. The variable in this study is the level of education and environmentally conscious behavior. Methods of data collection using 1) a questionnaire and 2) observation, while the method of data analysis using descriptive analysis and correlation analysis technique. The results showed that the level of public education Hamlet Old Kalialang showed low criteria (53.33%). Environmentally conscious behavior indicates environmentally conscious (50%), attitudes towards environmental pollution is very conscious of the environment (43.33%), and environmental conservation behavior (50%) showed an environmentally conscious. Based on calculations using product moment correlation statistic, obtained results of 0.649 and r xy accepted hypothesis which states that there is a correlation between level of education and environmentally conscious behavior. This means that the contribution given by the level of education is equal to 42.12% of the environmentally conscious behavior Dusun Kalialang Lama, and the remaining 57.88% influenced by other factors. Keywords: Level of Education, Environment Conscious Behavior

INTRODUCTION Humans are very dependent on the environment. Humans will be destroyed if the environment is damaged. Damaged environment is the environment that can no longer perform its function in support of life. Environmental problem is a complex issue where a lot depends on the environment of human behavior that are increasingly declining, both in quality and quantity to support human life. Cases of environmental degradation, among others, due to the erroneous understanding of society. Many are exploited environment continues manerus. In the reform era of environmental degradation phenomena can be found easily in many places. Along the highway, the various types of motor vehicles blowing smoke, garbage piled in various places and clog the channels. Eroded beach waves in the absence of mangrove forests. Illegal logging occurs that causes flooding and landslides (BAPPEDAL, 2004: 86). In defending his life, human life must harmonize with the natural environment and each other, and develop thinking and reasoning mind with the development of nature and technology. Humans can not live alone, but dependent on each other in terms of morals, ethics, communication. Development of thinking and reasoning is a control mechanism for the behavior and actions of human social behavior or pattern of behavior and human (Munandar in Setyowati, 2010: 93). Environmental awareness is an essential prerequisite for the development of the environment effectively. This means that in the absence of awareness about the environment, the development of environmentally beneficial direction will not be achieved. Man must realize that man can not live without the environment. Man must realize that he needed the environment and not the environment that need it. Terms of support for the achievement of these goals is by education. Education will teach man how to cultivate and empower nature. Notoatmodjo (2007: 24), put forth the effort to improve the knowledge is to provide education. The level of education is a measure of the expansion of knowledge and outlook on life through formal education. The difference in the level of education a person has sometimes affect their mindset and attitude, although environmental factors and habits also play a role, but education remains very important in shaping the character of a person in doing or overcome a problem that arises. One of them is the environmental problems associated with environmental pollution that has happened today. The higher education will become more responsive to the environment and more mature in dealing with the problem around. According to Noble (2005: 6) environmental pollution is the introduction of a living being, substance, energy,

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Proceeding of 4th International Conference on Education and Social Sciences and / other components into the environment by human activities so that quality decreases to a certain level which causes no living environment does not function as intended. Humans are always associated with the natural surroundings. As well as between communities Old Hamlet Kalialang well it interacts with its environment home environment, social environment, and the natural environment. Based on the observation of the surrounding environment Hamlet Old Kalialang found many people's behavior that can damage the environment such as the garbage scattered everywhere, trash dumped in the river bank chips, difficulty residents in the provision of clean water, activity citizens directly in water bodies such as toilets in the river, taking material from the river chips, over the land that had been moor on the river bank is now used to build houses, and so forth. According Sunaryo, 2007: 4043 Watershed issues such as: 1. Drought Of the hydrological cycle is known that the availability of water in the soil surface and in the soil is determined by the amount of precipitation that falls, SAD conditions, and hydrological properties of the network of rivers or aquifers in the watershed. Damage catchment cause a watershed's ability to store water in the rainy season and releasing it in the dry season as the base flow is decreased. Thus, the river discharge during the dry season will be small and the resulting limitations of water to meet the needs or commonly referred to dryness. 2. Flood Flooding occurs when a volume of water is no longer accommodated in a container that is supposed to inundate the area or any other area. Flooding can occur due to a decrease in capacity in the river, drainage, or drainage caused by sedimentation and the damage to embankments and other irrigation infrastructure. 3. Water pollution Water pollution is a typical problem that occurs in rivers and water bodies in Indonesia. Sources of water pollution is mainly caused by human activity and kuadratika triggered by population growth. Pollution in the river are mostly caused by wastewater from households and household industries. Chips River is a river that crosses the hamlet of Old Village Sukorejo Kalialang Gunungpati District of Semarang. River chips typically used by residents to meet all needs such as washing, bathing, producing materials for the building, as well as the springs as a source of clean water that flowed using a pump to people's homes around the banks sungai.Akan but in addition to providing benefits for the citizens of the Old Kalialang Hamlet, chips river also provides its own problems among such as floods and landslides when the rainy season arrives. Overall, the population of the village is 934 Old Kalialang soul consisting of the male population and female population of 457 inhabitants 477 inhabitants with a number of families as much as 239 families were divided into 7 RT (Monograph Village Sukorejo, 2010). Educational level reached by the population can be seen that the majority of low-educated population Old Kalialang is not / has not completed primary school for 108 people or 45.18% households, 20 households Graduate from elementary school, or 8.37%, End Junior 32 households or 13.39 %, graduated from high school 59 households, or 24.69%, and the rest Graduated PT / Academy are 20 families, or 8.37%. Low levels of education are taken by people making the causes of the problems arising from the lack of proper behavior of citizens as environmental problems that occur around the hamlet Kalialang Lama. Environmental awareness is done by local people affected by the lack of knowledge and understanding of local residents against the behavior in preserving the environment. The level of education a person does not necessarily guarantee high awareness of a person to want to preserve the environment.

RESEARCH METHODOLOGY The population in this study is the head of the family who lived in the hamlet of Old Village Sukorejo Kalialang Gunungpati District of Semarang, amounting to 239 people. While the sample in this study were 60 deaths were obtained using stratified random sampling technique proporsionate ie sampling technique in which the population is not homogeneous and stratified proportional (Sugiyono, 2008: 82). The variables in this study are: The level of education and environmentally conscious behavior. Collecting data in this study using: 1). questionnaire, 2) observation, and 3). documentation. Processing of the data in this study using the technique of frequency distribution tabulation, whereas for data analysis using descriptive statistical analysis and correlation analysis technique.

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Social Conservation based on Nation Character Building RESULTS AND DISCUSSION Urban village located in the district Sukorejo Gunungpati Semarang. Astronomically Sukorejo village located at 701'40 "- 702'20" LS and 110023'15 "- 110023'55" BT. Kelurahan Sukorejo based lowland topography of the hilly with an altitude of 225 meters above sea level with an average temperature of 240C - 260C. Average rainfall ranging between 2000-3000 mm / year. Sukorejo Urban Village has an area of about 288.063 ha. The Village Sukorejo topography of coastal lowland forest with rugged relief is hilly. Land of clay that is unstable even frequent landslides when the rainy season comes. While the existing land use in the Village Sukorejo used by local people for yard / building, residential and moor. Based on the location of the administration, Village Sukorejo bordered north by District Gajahmungkur, east to the District Banyumanik, south of the village have now, and west to the village and sub-district Sadeng Ngaliyan (Monograph Village Sukorejo 2010). Social and Economic Conditions of Residents Based on data from the Village Sukorejo monograph can be seen that Sukorejo village population in 2010 was 10 008 inhabitants and is divided into 72 RT and RW XII or as many as 2873 households. Village community education level Sukorejo majority is complete primary school as many as 2824 people. Resident who is now studying junior numbered 1723 inhabitants, numbering 2048 souls were high school, college / university and other inhabitants in 1457 as many as 1856 people. Majority of whom work in the agricultural sector only in small amounts as many as 166 people or 5.42% of the amount present. Most of the people living as construction workers are 1918 people or 62.66%. Based on the research community Kalialang Old Hamlet Village Sukorejo through formal education made by the people can be seen that the public Hamlet Old Kalialang low education is 53.33%. It can be described that the education level of respondents completed primary school 32 people (53.33%), junior high school graduation 9 people (15%), graduated from high school 14 people (23.33%), and graduated PT 5 people (8.33%) . Older people's behavior Kalialang Hamlet can be seen that the public Hamlet Old Kalialang been environmentally conscious. This can be evidenced from the results of calculations show numbers (43.33%) in the criteria for environmentally conscious. Older people's behavior Kalialang Hamlet can be seen that the public Hamlet Old Kalialang been environmentally conscious. ie with proven through calculation that indicates the number (50%). Residents are very conscious of the environment, only 9 (15%), aware of 30 people (50%), less aware of 20 people (33.33%) and only one person who was not aware of the environment (1.67%). Behavior towards environmental management conducted by the population in this study can be seen through the behavior of waste management, healthy behaviors in the home condition, behavior in waste management, behavior in the provision of clean water and behavior in the provision of latrines. Based on a study of 60 respondents to the village community can be seen that the Old Kalialang masyarakar been aware of the waste management (38.33%). It can be seen that 6 people (10%) in a very conscious criteria, 23 (38.33%) are aware of criteria, 19 (31.67%) are less aware of the criteria and the remaining 12 (20%) are not aware of the management trash. Based on a study of 60 respondents to the community Kalialang Old Hamlet can be seen that the population has been realized in the conditioning of healthy homes (55%). It can be seen that 18 people (30%) in a very conscious criteria, 33 (55%) are aware of criteria, and the remaining 9 people (19%) are less aware of the criteria in conditioning a healthy home. Based on a study of 60 respondents to the community Kalialang Old Hamlet can be seen that the population is less aware of the waste management (30%). It can be seen that 15 people (25%) in a very conscious criteria, 18 (30%) are aware of criteria, and the remaining 27 (45%) are less aware of the criteria in waste management. Based on a study of 60 respondents to the community Kalialang Old Hamlet can be seen that the community is aware of the water supply (70%). It can be seen that 42 people (70%) in a very conscious criteria, 8 people (13.33%) are aware of criteria, 9 people (15%) are less aware of the criteria and only 1 (1.33%) were not aware of the provision of clean water. Based on a study of 60 respondents to the community Kalialang Old Hamlet can be seen that the community is aware of the waste management (56.67%). It can be seen that 34 people (56.67%) in a very conscious criteria, 1 (1.33%) conscious criteria, 21 (35%) are less aware of the criteria and the remaining 4 (6.67%) are not aware of in waste management. Older people's behavior Hamlet Kalialang against environmental pollution in a very environmentally conscious criteria (43.33%). It can be seen that 26 people (43.33%) in a very conscious criteria, 15 people are aware of the pollution (25%), 13 people less aware (21.67%) and the remaining 5 (8.33) is not aware of environmental pollution. Older people's behavior Hamlet Kalialang to the environment in an environmentally conscious criteria (50%). It can be seen that 11 people (18.33%) in a very conscious criteria, 30 people are aware of the

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Proceeding of 4th International Conference on Education and Social Sciences pollution (50%), 15 people less aware (25%) and the remaining 4 (6.67) is not aware of environmental conservation. Based on calculations using product moment correlation statistic, obtained rxy result of 0.649, while the r table with N = 60 at the 95% significance level of 0.244. Because the value of r xy> r table (0.649> 0.244), the Ha which reads "there is a relationship between level of education and environmentally conscious behavior watershed residents chips" acceptable. After rxy known by 0.649 then the next step is to find the contribution of education given to the behavior that is by the way: the results (r xy) 2 x 100% of the obtained results of 42.12% the amount of donations given by the level of education on people's behavior Kalialang Old Hamlet. Discussion The results of research conducted on the level of education of the public about the DAS chips can be seen that the level of public education about watersheds chips are low or 53.33%. This is influenced by the mindset of people who do not give priority to the importance of education, as well as the influence of the level of income of their parents are still low. Educational level reached by the public will affect the mindset and knowledge of the community. Generally, people with higher education levels will have more knowledge than people who only have low education. Mindset, knowledge and behavior of highly educated people tend to be dynamic and to follow the development of the era, being the only low education generally tend to be static and less developed. Some environmental problems that occur in the Old Hamlet Kalialang such as environmental pollution of the river, due to the lack of proper public behavior in environmental management and less concerned about the behavior in preserving the environment. However in reality the level of education not as a main reference for a person to behave in everyday life. At least not with higher education can be used as a mechanism of control of behavior. People's behavior is crucial to the quality of the environment around him. Health or environmental damage depends on the attitudes and behavior of society. Similarly, the existing environment in the hamlet Kalilang Lama, both the neighborhood and the environment chips River in the hamlet of Old Kalialang. Based on a study of 60 respondents from community Kalialang Old Hamlet can be seen that the community has been aware of Old Hamlet Kalialang in environmental management. Older people's behavior Hamlet Kalialang to waste management can be seen that the community has been aware of the waste management (38.33%). Almost every home has a trash can that is placed behind the house. Garbage bins are placed on normally discarded every day that make the condition around the trash is not scattered. Old Hamlet Community Kalialang usually not perform sorting of waste organic and inorganic waste that can be known by 25% of the people answered before taking out the trash just collects on the container without any sort them in advance, 17% only collect it without putting on the container, 10% already sorting between organic and inorganic waste, and the remaining 8% of the waste left lying. The rubbish that has been collected is usually dumped in a nearby river. Based on the research that has been conducted on 60 respondents, it is 23 people (38.33%) who throw garbage in the river, 15 people (25%) who collect garbage and then taken to the landfill, 16 people (26.67%) answered the waste is burned / dala buried soil, and 6 (10%) disembarang trash the place. Most of the people Kalialang Old Hamlet knew of the concept of good waste management. However, only a small proportion of people who are aware and willing to apply in everyday life. Many people who throw garbage on the river bank. This is because in addition they do not own the land around the house to dump them tend to be affected by the surrounding environment, especially the habit of neighbors who throw garbage on the banks of the river. In addition, many people who think that the dump edge of the river, it can be used as a dike to hold the soil in order to avoid landslides. Older people's behavior towards conditioning Kalialang hamlet healthy home can be seen that the community has been aware of the conditioning of healthy homes (55%). In the behavior of creating a healthy home environment most people have met the criteria for a healthy home as their toilets, provision of clean water, which is plastered floor and there is sewage, although there are some homes do not meet the criteria. Almost all homes have had as their home completeness air vents, the existence of basic sanitation such as latrines, clean water source, the presence of trash, the separation of the room, the presence of sewers for waste disposal. However, through the results of direct observation of the respondent's house cleanliness less guarded like a dirty floor, home furnishings that are not well ordered, and the pages are not maintained. Older people's behavior Hamlet Kalialang to waste management can be seen that the public is less aware of the waste management (45%). Behavior in the management of household waste Dusun Kalialang Lama has had a channel for the disposal of waste in the form of a permanent channel that will be streamed to the neighbors got to be one that will flow into the river. Older people's behavior Kalialang hamlet to the provision of clean water can be seen that the community is aware of the water supply (70%). Water that is used every day from wells 60%, 20% taps, 20% of

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Social Conservation based on Nation Character Building the river water. Although there are some people who do not have wells, river water utilizing chips directly for daily use because of the habit. Water wells in Hamlet Kalialang usually in a state of clear, odorless, tasteless but "ngapur" when used for drinking or cooking. Therefore, people buy mountain water for cooking and drinking purposes. Water wells and water taps are usually only used for bathing and washing purposes. Older people's behavior Hamlet Kalialang to waste management can be seen that the community is aware of the waste management (56.67%). Almost every house belonging to village communities Old Kalialang have toilets at home. Many residents are shitting in their own homes rather than in the river. But there are still people who found still shitting on the river chips. Such behavior on the basis of habit since childhood and because they can not menyedikaan latrine at home alone due to the influence of economic factors. Older people's behavior Hamlet Kalialang against environmental pollution can be seen in a very environmentally conscious criteria (43.33%). Hamlet public discredit on the River Old Kalialang chips such as the existence of community activities that do MCK in the river, dumping in rivers and disposal of household waste into the river. Found many people who do MCK in the afternoon. This fact became a regular phenomenon when the late afternoon when it is not raining. People are still many who do MCK though at home they have the available clean water and bathroom and toilet. Additionally encountered several types of household waste that is deliberately dumped by residents to the banks of the river although it has made a special place to dispose of garbage. Basically Old Kalialang Dusun community has to know how to behave well so as not to cause pollution to the surrounding environment. Through formal education community to get learning about the environment, but of society Hamlet Kalialang Lama can not apply in everyday behavior. Whereas some people are well aware that such behavior can cause environmental damage. Older people's behavior Hamlet Kalialang to the environment can be seen that the behavior of the public perhadap environmental conservation in environmentally conscious criteria (50%). Kalialang Older people's behavior to the environment shown by the community in reforestation activities on along the river bank. This is in anticipation of flooding in the rainy season which causes the erosion of river banks which led to the landslide area. However, preservation of the environment is done by the public is limited to plant trees without going care. In addition, the behavior of the people who continue to throw garbage in the river also causes its own problems though the reason for strengthening the river embankment. Based on the analysis of environmentally conscious behavior by community Kalialang Old Hamlet can be seen that the level of environmental awareness in conscious criteria. Society has actually know the true concept and performed in their daily behavior can cause environmental damage. However, the public has not been able to apply in their daily life. In general level of education will affect the knowledge and patterns of thinking and acting person in many ways. However, knowledge can also be acquired through experience gained someone who does not come from formal education which he pursued. Owned by a person experiences gained from various events or events that he experienced or others around them naturally. It is thus able to give effect to the views, ways of thinking and acting person in his life. Based on the calculation of the value of r xy is 0.649 can be seen that the contribution provided by the educational level of the behavior performed by the village community Kalialang Lama is at 42.12% and the rest is 57.88 influenced by other factors such as habits, environmental factors where they live , as well as economic factors of society. This indicates that the level of education behave is not the only factor that can affect a person in the act, but there are other factors that influence.

CONCLUSION Based on the results of research and discussion that has been done, the conclusion can be drawn as follows. The level of education that has been made by the people Kalialang Old Hamlet is low. Environmentally Conscious Behavior conducted Kalialang Old Hamlet community based research that has been done already classified as environmentally conscious even though there are still some of the people whose behavior is less aware of the environment. Communities around the hamlet of Old Kalialang generally have learned to how in environmental management, good behavior so as not to cause pollution and how to behave in preserving the environment. But in fact the theory that has been received through formal education has not been applied to everyday life. Environmentally conscious society which can not be seen through the behavior of the people who still throw garbage in the river, do the toilets in the river, and, so forth. The relationship between the level of Environmentally Conscious Behavior Education with a population of about DAS chips through a study of the Old Kalialang Dusun community suggest a link between the level of education that has been taken by the public with environmentally conscious behavior by the community.

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Proceeding of 4th International Conference on Education and Social Sciences REFERENCES BAPPEDAL ,2004. Status Lingkungan Hidup Daerah. Semarang: BAPPEDAL Propinsi Jawa Tengah. Data Profil Kelurahan Sukorejo.2010. Mulia,Ricki M.2005.Kesehatan Lingkungan.Yogyakarta:Graha Ilmu. Notoatmodjo,Soekidjo.2007. Promosi Kesehatan& Ilmu Perilaku.Jakarta: Rineka Cipta. Setyowati, Dewi Liesnoor. 2010. Pengelolaan DAS. Semarang: Jurusan Geografi FIS UNNES. Sugiyono. 2008. Metode Penelitian Kualitatif dan Kualitatif Dab R&D.Bandung: Alfabeta. Sunaryo, Trie M.2007.Pengelolaan Sumber Daya Air.Malang:Banyumedia Publishing.

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Social Conservation based on Nation Character Building

BUT IT ISN’T CORRUPTION, IS IT? LINKING UNDERGRADUATE-LEVEL TEACHING OF SOCIOLOGY OF CORRUPTION WITH ENVIRONMENTAL MISMANAGEMENT AND ENVIRONMENTAL ETHICS Astrida Fitri Nuryani Department of Sociology, Faculty of Social and Political Science, Brawijaya University ABSTRACT This paper would argue for more extensive use of sociological and environmentally ethical views in undergraduatelevel teaching of Sociology of Corruption. As Malaysian sociologist Syed Hussein Alatas explicated two decades ago, corruption has melded in the fabric of Asian societies, such that it was difficult to completely separate corruption from many social practices, including environmental mismanagement. Furthermore, poor knowledge of environmental ethics seems to worsen the problem. Regrettably, there are several Indonesian and foreign sociologists with interest to corruption studies and their relations to environmental practices whose works are largely unrecognized by undergraduates in the wake of ‗trendier‘ topics—among them are pop culture and Islamism. In conclusion, I propose that what we as lecturers can do in teaching the Sociology of Corruption is introducing the undergraduates to sociological theories, environmental ethics, and environmental mismanagement cases, as well as assisting them in understanding the concepts. Thus, they could contribute more in spreading awareness of corruption, finding its connections with environmental mismanagement, discovering its roots, and participating in its eradication. Keywords: education, sociology, corruption, teaching, environmental mismanagement, environmental ethics

INTRODUCTION In their introduction for ―The Politics of Environment in Southeast Asia: Resources and Resistance‖, Hirsch and Warren (2002) posited that after ignorance for decades, environment has slowly been placed amongst the most important global agenda. First brought up in the United Nations Conference on Environment and Development held in Rio de Janeiro in 1992, international recognition of this issue had gone beyond the nations states borders. However, deep-seated different political stances on environment exist on a world scale, often primarily illustrated in the North-South dichotomy, where the wealthy countries are conspiring against the poor. In spite of this notion, however, the conference stopped at negotiations among the existing nation states. Yet the conference managed to bring environmental politics closer to the laymen level for the majority of the world people. As a result, environmental politics in the majority of worldwide countries have turned out differently than its previous playing field in many aspects and structural framework. The ‗green element‘ is now factored in for various decision-making at different levels of politics. In this regard. environmental politics in each nation state has now been acted upon and reflected based on power structure and social reflections within these nation states. In the meantime, the interests of the main actors often interdependently transcend national borders. Because environmental politics play a significant role in the wider aspect of economy, there is a correlation built from a triangle of environmental conditions, activism discourses and another triangle of the changes in economic, social and political relations on the other, including in the cases of corruption of natural resources. Particularly in Southeast Asia, environmental changes are almost always followed or preceded by political-economic changes are rapid as well as dynamic. The discourse of opposition is thus colored in the recent decades by environmentalism. Where political institutions are sometimes not allowed to fully develop, the birth of environmental movements help to create a space for contestations. Issues that are pursued at the global level regarding these movements are as follows., sustainable development, conservation of biodiversity and intergenerational equity in access to environmental resources are now accepted within the global mainstream as worthy ideals. In addition, issues of marginalization have also been included in the movement‘s context, as the marginalized people are brought under the spotlight instead of being dismissed as subversive. Thus, environmentalism has become a noteworthy of the social movement in South East Asia. Hence, environmentalism is seen as an incremental part of resistance, or as part of accepted discourses on alternative paths to development. However, in the light of corruption of natural resources, environmentalism which is not supported by implementation of environmental ethics is vulnerable. This espe-

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Proceeding of 4th International Conference on Education and Social Sciences cially true when such form of environmentalism often reflects the precarious positioning and overlapping interests related to the dynamics of economic, social, and political forces. However, there is skepticism that lingers around the goals of environmentalism with regards to combat against corruption, as it is with other social movements related to one. In spite of the manifested pro-poor goals, the funding is often questioned with regards to the funders‘ interests. Even outside of environmentalism context, the public demonstrations in support of anti-corruption measures must be pondered thoroughly due to the difficulties in measuring how serious, and how slippery, a problem corruption is. It is often said of corruption that it is hard to define, hard to measure, hard to change. As Mark Granovetter argued, the local meanings and norms attached to transactions are very important in understanding and defining corruption. Thus, in the case of corruption of natural resources, the local environmental ethics must also be considered before a phenomenon is considered as part of corruption. A good deal of social scientific writing on corruption focuses on how individual incentives make corruption more or less likely, Granovetter notes. In these accounts, the creation of such incentives and the social and cultural apparatus supporting such incentives is often neglected. Plenty of types of transactions can be codified as illegal, but if the individuals involved in the transactions see them as legitimate, as part of the rights and rewards of an organizational position or role, then they will be very difficult to change. Granovetter argued that a local context where bringing and accepting gifts are not considered bribery, for example, behaviors such as these are simply considered basic norms. Local context, and individuals‘ perceptions of the pervasiveness and social acceptability of transactions, are essential to both understanding what is locally considered corruption. Additionally, it is also necessary to analyze what effect certain forms of corruption may have, and how to eradicate corrupt practices. In this case, determinations of legitimacy and illegitimacy depend on a good deal more than general moral standards. This is not to argue for extreme relativism regarding corruption, but to point out that there is a lot of ambiguity in practice in the transactions that take place between officials and non-officials. (See Granovetter‘s paper for a number of great examples and a nuanced discussion of how the relationship between transaction partners (the status differences between the individuals involved) and the social context of transactions (market vs. network-based), in addition to different standards for embezzlement and bribery, contribute to the sense of transactions as legitimate or illegitimate.) These issues drastically complicate understanding corruption as people experience it, and tackling those transactions between officials and citizens that are most harmful to individuals‘ lives.

SOCIOLOGICAL VIEW OF CORRUPTION IN ASIA Khondker (2006) noted that in Asia, ―corruption is as varied as it is ubiquitous.‖ In 2004 alone, according to a report by Transparency International, which specializes in corruption watch in the said region, Singapore was given 9.3 on a scale of 1 to 10, where the higher the figure the less corruption, and Bangladesh 1.5. Singapore was ranked fifth least corrupt country (Finland with 9.7 held the first position followed by New Zealand with 9.6); Bangladesh occupied the bottom position, which it shared with Haiti. In The Straits Times (Singapore) of 5 March 2004, one would read, inter alia, stories related to corruption – its absence or presence. Although the report cited Singapore as the least corrupt country in Asia, which was based on a poll of foreign business executives, it was more in the fear of punishment acts that functioned as an effective deterrent with its vigilant and clean government. Ironically, this was made possible by the top-down nature of the anti-corruption fight in Singapore. Not only because the country‘s leaders supported the campaign, but due to their relatively clean slates regarding corruption. What makes it interesting to quote, despite the dated analysis, was that Singapore, according to Professor Syed Hussein Alatas, is not corruption free. But the leaders of the country had struggled to ensure that its younger generations did not have to experience corruption in a petty scale; a generation that has not had to bribe a single cent to get the services that are due to them. And yet despite the rampant footsteps of corruption all over Asia (according to Transparency International) there is a lack of international publication that addressed this problem, even so far as to suggest tackling it in a manner comprehensible by undergraduate students. Among the ‗founding fathers‘ of the sociology of corruption as a discipline was Alatas along with Gunnar Myrdal and a few others, who identified this problem in the past decade of 1950s-1960s. Fascinatingly, in contrast to Granovetter, Alatas avoided taking a culturalist or relativistic position by pleading for an understanding of corruption in view of the local cultural traditions. He viewed corruption as a universal problem, hence the appropriate use of environmental ethics. Due to major events that shape intellectual agenda, including the terrorists attack of 9/11, and the rise of pop industry worldwide more research money, publications, publication and research opportunities

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Social Conservation based on Nation Character Building are now available on the aforesaid topics than any other areas in social science, which is detrimental to the development of sociology of corruption as a discipline. More researchers undertake research on the spread of Islamism, fundamentalism, political Islam, pop industry, and fandom studies, a whole new intellectual field will be born and yet some other field remains relatively untouched. Some old publications will be dusted off and reprints will make it to shelves of the bookstore or libraries. Alatas stood in a different stance from many of his colleagues because he did not share the common paradigm shared by the rest of the social scientific community in Southeast Asia. Often the import or relevance of one‘s views was not considered, but the topicality of the ideas must be seen from dominant paradigms that would determine the popularity of research topics and research areas in social science. Alatas was concerned that Sociology in Asia was, as Khondker put it, ―simply imitating …the so-called western sociology.‖ In this case such ideas were implanted by the European and American social scientists, or local sociologists with overseas training, who later came back to teach sociology and indiscriminately applied the knowledge and stances they obtained abroad. Whether in China, Indonesia, Korea or Germany, corruption reports on the media showed an intricate relationship between corruption and economics, on the one hand, and corruption and power politics, on the other. The relationship between corruption and politics is interesting because it helps us understand the nature of the state itself. In 2004, when Bangladesh was ranked at the bottom of the Corruption Perception Index, a position it shared with Haiti, the Finance Minister of Bangladesh flew to Germany to persuade Transparency International, the Bonn-based corruption watchdog body, to revise its indicators. The report ranked Bangladesh as the most corrupt country of the world According to Granovetter, treatments of corruption under an economist‘s lens would focus on the following aspects i) finding out whether the structure of incentives enables corruption more, rather than prevents it; or ii) evaluating economic outcomes that would be impacted by corruption. While the two are significant views on corruption, Granovetter offered another scrutiny on corruption as a concept. By criticizing the definition of ―corruption‖ as was stated by the Oxford English Dictionary as ―Perversion or destruction of integrity in the discharge of public duties by bribery or favour‖, Granovetter highlighted a few points from the said definition that he believed had to be dissected. The first point was ―public‖ duties. Granovetter argued that this point limits the concept to public activities of individuals, generally those carried out by government officials or bureaucrats at varying levels. The utilization of this concept in public sphere is the most common. Nevertheless, private individuals can also be categorized as is not unusual to hear the term extended so as to describe private individuals as ―corrupt‖. For example, Granovetter argued that a corrupt professor is one who accept money as well as asking for other favors. In exchange, the students will be rewarded by higher grades from the said professor. When someone occupies a considerably high position inside an organization, the abuse of trust and formal responsibilities are entailed in the definition of their corruption, connecting it with the term ―duties‖ in the dictionary. In such cases, one must take notice of the organizational rules, what marks the boundaries of trust and responsibilities in the said organization, and how these are violated by the people involved in corruption. Nevertheless, Granovetter argued, open interpretations are still possible in the matter of putting an exact definition to these and to other points of the definition of corruption, since the interpretations are contextual, or bound by the contexts of social constructions. When we question about ―integrity part of corruption in the context of public service or other duties, this question cannot be separated from its defining professional as well as social norms, which vary in different times and places. In addition, when we confer the meaning of ―bribery‖, we must consider how the meaning is open-ended on top of negotiable. The concept assumes that when A conveys favor, gift, or payment to B, that later leads to a decision by B to either provides some service for A, or enhances A‘s well-being by some means due to B‘s high ranked position in an organization, it is corruption in the form of bribery. Accusation of bribery therefore assumes a) that the there are correlating causes of A‘s and B‘s actions –have a causal relations between one another; and b) the exchange between the two parties is considered illegal and unacceptable by commonly recognized standards, or both. The decision whether two conditions are met must be discussed thoroughly, as Granovetter put it. Nonetheless, when one to see corruption inside out, and not merely from its outer layers, then attention must be paid to the fact that corruption does not involve merely an exchange between two individuals, but also when an individual abuse his position and the trust in him. For example, even when they do not deserve them, there are occasions when a single individual seeks to claim goods or services from an organization as theirs; in this case the type of corruption is embezzlement. A recent example would be corporate managers who erected elaborate accounting frauds for their own enrichment, at the expense of shareholders. Note that a crucial element here is the local conception of who in an organization ―deserves‖ what under which circumstances.

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Proceeding of 4th International Conference on Education and Social Sciences SOCIOLOGY OF CORRUPTION AND ITS LINK TO ENVIRONMENTAL ETHICS AS AN UNDERGRADUATE-LEVEL COURSE Few far and between syllabi of the course that were designed for undergraduate students could be found on the Internet. Most, if not all, of these syllabi were designed for postgraduate students, most likely in the expectations that they were better prepared than their undergraduate counterparts, in their attempts to comprehend the scopes of corruption and the related sociological view. This is regrettable because corruption actually occurs in our country in a wider sense than what was previously thought of, and it was noteworthy to embed the understanding of this concept at a fundamental level. Hence, a thorough understanding of the scopes of corruption, including its correlation with poor natural resources management, will be necessary for undergaduate students. An example of the abovementioned syllabi was one designed by George Aditjondro for Newcastle University in 1997. The course was offered in the first semester for graduate students. Within the syllabi, it was stated that the purpose of the course was to ―provide a theoretical understanding on the phenomena of corruption in developing as well as developed countries, [with a focus on] Western bloc‘s economic relations with Asia‖, and the students were expected to ―develop a critical understanding of the phenomena of corruption‖ and ―gain an improved general sociological understanding through focused study of corruption‖. A look at the syllabus showed a follow-through of the subject‘s purpose and the expected skills, which were far too advanced for undergraduate-level students, but reasonably resonated well with graduate and post-graduate level students. Most of the presented cases, however, were financially-based, despite their encompassing almost the entire Asia as a culturally diverse region. While this specification could not be considered a serious error, it was to a degree detrimental for the students with lack of first-hand or fundamental knowledge of corruption. Another syllabus designed by Lili Di Puppo for Higher School of Economics, Moscow, Russia (2014), sought to ―introduce students to key concepts, theories and debates in the study of corruption as well as to provide them with some first experience on how to approach the phenomenon.‖ The expected outcomes of this course were asserted as follows: ―The students will be familiar with the standard definitions of corruption and its typology, provide an understanding of the limits of conventional or mainstreams approaches to the phenomenon of corruption and the necessity to study corruption in a particular cultural and socio-political context and not as an isolated act, The students will be able to reflect on the ambiguities inherent in the attempt to distinguish, between gift and bribe and understand the role of culture and values in the definition of corruption, Provide an understanding of the link between scholarship and practice in corruption, for example by studying the way in which certain definitions and assumptions on the phenomenon have allowed for the development of a certain type of anti-corruption activities and possible manifestations of Euro-centrism or Orientalism.‖ In contrast to Aditjondro‘s, Di Puppo‘s syllabus comprised a far more global region, and true to the roots of the institution, were focused on how corruption in both public and private sectors hampered economic development, as well as the examples of how corruption in the two sectors occurred. At Brawijaya University, specifically within our department, the syllabus for the course is far simpler than the two syllabi presented in the preceding paragraphs. The course was designed by my fellow lecturers Haris El Mahdi and Slamet Tohari prior to my tenure in the department, for undergraduates in their fourth semester (Class of 2013 in the current academic year), hence any concepts introduced to them must be in line with what theoretical knowledge they are already equipped with prior to the semester, or are being initiated to in the ongoing semester. Therefore, it would be impractical to directly induct the students into advanced theories of corruption and to demand a rigorous analytical research from these students from unfamiliar reading materials. Hence, what I did as their partner was to follow through with the existing syllabus and include some simplification of theories. The purpose of the course in our department was to ―critically comprehend sociological perspectives on corruption‖ and its final learning outcome was to ―connect diverse concepts related to corruption‖. The former would only be possible if the students were introduced to the functions, causal factors, as well as types of corruption in our country. It was proven to be a challenging task, at least for me as a newly tenured lecturer of the course and in the department. The challenge comprised of the following issues. First, the students were still unfamiliar with critical paradigm of sociology, let alone postmodern theories or cultural studies. They were equipped with only classical theories of sociology, and were still in the midst of the process of being inducted in modern theories of sociology. Hence, what I had to undergo as a lecturer was to grapple with this obstacle by connecting the concepts with the theories that the students were conversant in. For example, when I had to introduce the concept of state-captured corruption in its relations to global capitalism, I could not stray far from capitalism in Karl Marx and his contemporaries‘ view. Or, when I had to invite the students to discuss about the functions of corruption from both normative and economic views, I downgraded the theories in

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Social Conservation based on Nation Character Building the referred paper by Zakiuddin (2002) to structural-functionalism, where corruption would be seen by Parsons and his contemporaries as either impediment or extension of the social system. What my colleagues El Mahdi and Tohari had accomplished and set our syllabus apart was, in my point of view, their choice to include corruption of natural resources as one of the topics within our 16week time allotments. However, I found the syllabus to be unaccommodating when it merely instructed the students to connect bureaucracy (which I also had to downgrade to Weber‘s model of bureaucracy as opposed to its successors) with the mismanagement of natural resources. I discovered from a short question and answer session that the students were also taking the ―Sociology of Environment‖ course this semester. I found this very fascinating, that if their environmental ethics topic in the said course could be linked to the topic of natural resources corruption, they would be able to link the two courses and would at least be able to enjoy the learning process more. Before the idea occurred to me, I found the students to be either disinterested, or confused with the topics I brought up in the course. Out of two short films (one of them was more akin to a public service advertisement from Transparency International, while the other was a documentary by an independent team from UNAIR) that I used as teaching media, only a small portion of the students in the classroom that were thoroughly interested while the rest of their classmates were not. In fact, one of the questions that a student asked me after I played the Transparency International short advertisement was ―But it isn‘t corruption, is it?‖ referring to the practice of bribery in driver licensing procedures in the advertisement. The same question was repeated by her classmate, when he defended the practice of bestowing and accepting gifts (or, money in an envelope, to be exact), carried out by the elders in his hometown when they dealt with bureaucrats. It transpired that the two practices were already known first-hand by these students, and as Alatas said, it was already melded in the fabric of the everyday culture. Therefore, as an attempt to draw more interest from the students, I tried to link the natural resources corruption with environmental ethics. Of course, the ethics introduced were simpler versions than what we commonly found concerning such literature, for instance, from Brennan and Lo (2008), where they traced the development of the ethics from its anthropocentric starting point to what they are nowadays, and Rolston (2003), where the ethics were seen as a method in obtaining a quality environment based on love and justice. As a result, when the case of corruption in mine licensing was broached in the class from our reading of Ansori (2013) research in a Habibie Center publication, I tried to connect the case with mismanagement of natural resource. How humans must be responsible not only to humankind but also to their surroundings. That such practice (mining corruption) would disadvantage not only the people around the mines but also to the environment in the long run, when excess of over-mining would pile up as pollution from transport system, mining facilities, and the number of miners. I also submitted the subject of local wisdom as part of environmental ethics to the class. While corruption in logging licensing is rife, it is often the indigenous people who shouldered the blame for forest devastation. I asked the students to ponder and analyze whether such views did the indigenous people disservice. Borrowing Brennan and Lo (2008)‘s concept, I asked them to think of ―intrinsic value‖ and ―instrumental value‖ of the logs. If logging continued in an even larger scale than before, what would happen to the forest as the intrinsic value of the trees was forsaken in favor of its instrumental value as furniture, housing material, and so on? The core point of the linking was to draw the students‘ interest in the danger of corruption. By understanding that corruption could mean a disrespectful attitude towards life, I attempted to touch on the subject morally and ethically. Nonetheless, the results for this ‗experiment‘ were yet unseen because the semester still has 8 (eight) more weeks to go. I have yet to endeavor to connect the ethics with other subjects that were not directly related to natural resources. . CONCLUSION Despite the need for youth involvement in the combat against corruption, thus far sociology has not developed into a discipline that seeks to engage the youth in the combat. Furthermore, in spite of the rise of environmentalism movements and their efforts to obtain young supporters, there is little academic work that bridge these movements and corruption as a social phenomenon. Syllabi of sociology of corruption are concentrated in graduate and post-graduate levels, so much that they seem to neglect the undergraduates. This is regrettable because the latter are often engaged in social activism and must be empowered. Nevertheless, because the practice of linking environmental ethics and corruption in my case is still trivial, it begs for a more rigorous course design in the future for the results to be conclusive.

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Proceeding of 4th International Conference on Education and Social Sciences REFERENCES Aditjondro, G. (1997, January 31). [Indonesia-L] GJA- Sociology of Corruption Syllabus. [Discussion list message]. Retrieved from http://www.library.ohio.edu/indopubs/1997/01/31/0017.html Ansori, M.H. (2013). Desentralisasi, Korupsi, dan Kemunculan Tumpang Tindih Izin Usaha Pertambangan di Indonesia. Jurnal Demokrasi dan HAM 10, 33-53. Brennan, A & Lo, Y.S (2008). Environmental ethics. Stanford Encyclopedia of Philosophy. from http://plato.stanford.edu/entries/ethics-environmental/ Di Puppo, L. (2014). Sociology of corruption. Retrieved from Faculty of Sociology, Higher School of Economics Moscow/Russia. El Mahdi, H. & Tohari, S. (2013). RPKPS Sosiologi Korupsi. Department of Sociology, Faculty of Social & Political Science, Brawijaya University, Malang Hirsch, P., & Warren, C. (2002). (Ed). The Politics of environment in Southeast Asia: Resources and resistance. New York: Routledge Khondker, H.H. (2006). Sociology of Corruption and ‗Corruption of Sociology‘: Evaluating the Contributions of Syed Hussein Alatas. Current Sociology 54 (1), 25-39. doi: 10.1177/0011392106058832 Rolston, H. (2003). Environmental ethics. In N. Bunnin and E. P. Tsui-James (Eds.), The Blackwell Companion to Philosophy. Oxford: Blackwell Publishing.

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Social Conservation based on Nation Character Building

DIALOGUE OF HISTORY AND SOCIAL SCIENCES IN CONFLICT, CONVERGENCE AND CONSERVATION Bain Department of History, Faculty of Social Sciences, Semarang State University ABSTRACT Social intelligence and social wisdom mark such a long dialogue between historians and social sciences expertsin discovery of their each scientific disciplineidentity. Since its appearance, social sciences has a unique relationship with history. The experts considered the pioneer of the social sciences in the 18th century not only have the most extensive knowledge and deep history, but also a reliable history of the reviewer. However, since its appearance in the 19th century, the social sciences is growing very rapidly, forcing the historians do the reforms, especially in terms of data sources and methodology. The great and very influential historians in the 19th century is Ranke who develop political history were initiate the use of government data source file. Ranke and other political historians reject the concepts and theories developed by the experts of the social sciences. Instead of the time the expert social sciences also opposed the way and the work of historians. Development leading to convergence occurred in the 20th century, mainly due to the expansion of the study of the social sciences expert to the past and the occurrence of major changes in the disciplines of history, that of the political history of social history to receive and utilize both theories social. Keywords: history, social science, political history, and social history

INTRODUCTION The values of social conservation are based on 2 (two) pillars. They are social intelligence and social wisdom. Social intelligence consists of empathy, intelligence, innovative, resilient and cooperation values. While social wisdom consists of wisdom, honesty, caring, solidarity, responsibility, justice, and love values (Warta FIS, January-February 2015: 1). The values of social intelligence and social wisdom are so visible accompanying a very long dialogue between historians and social sciences experts. Though they are conflicting about opinions, principles and concepts, they also, in some ways, cooperate in something that are connected and needed each other. They discard the old values that are considered to be no longer useful. They also conserve the old values that are still useful and discover new values until both the history and social sciences find their form as they appeartoday. Historians and social sciences are not always the most good colleagues. They be partners because in practice they are both looking at society as a whole. Historians and experts of social sciences is almost impossible to escape from the interplay between each other. Historians are working on a specific area usually record territory as a unique complexity, but the things that are considered unique by the historian is not really unique because there are also in other places. Meanwhile, experts of social sciences show their lack of freedom in the context of time. The communities they studied is not just appeared at that time or merely the result of social changes that often they discussed, but rather is the result of a long process of development since past. Thus, historians and the social science experts sciences should have a collegial relationship of mutual need. Ironically, each party tend to view others as stereotypes. Some historians, particularly in Europe still sees scientists - social sciences as the experts who assess people who obviously distorted, like jargon abstract, less take into account the context of place and time, and insert individuals into certain categories and close to other individuals. Conversely, some scientists - social science sees the historian‘s work as an amateur job, collect the facts without a system or a particular method and not able to analyze the data accurately. So, although they can complement each other but they still do not have the same language. Their dialogue, as stated by the French historian, Braudel, is a mute dialogue (Braudel, 1980: 64). The difference in these two disciplines in full must be seen as a profession and subculture differences, such as differences in language, values and mentality or way of thinking and socialization. The experts of social sciences for example ordinary formulate general laws and often ignore the small things. While historians studying trends in concrete is an extension of the general patterns (Dening, 1973: 673). From that perspective it appears that the relationship between the social sciences and history is not to be anachronistic. Theoretically, some scientists - social sciences seen as a historian when they tell political events, like what is Von Ranke did in the 19th century that still has influence. However some historians still regard the social sciences as a science that do generalization without systematic empirical research, and conversely, the expertsvof social sciences sees the historians as a scien-

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Proceeding of 4th International Conference on Education and Social Sciences tist working without using the correct method. Why did the ―perdebatan‖ happen? The extent to which opposition was growing ?. This paper attempts to provide answers to those questions with focus on three momentum of the history of thought in Western society, which in the mid-18th century, the mid-19th century and the 1920s.

DIFFERENCES IN HISTORY AND SOCIAL SCIENCE STUDIES In the 18th century there was no contradiction between social science scholars and historians, both for simple problems and serious. Position social studies at that time is not as a discipline science. Social theories began to be recognized in France since the Montesquie. The social experts‘s generation after Montesquie then regarded as the pioneer of the social sciences. Adam Ferguson and John Miller is regarded as the founder sociology and anthropology by the experts of social (Aron. 1965: 17) and Adam Smith is regarded as the pioneer of economics. This assumption is not entirely true, because their ideas about social theory never actually realized. Their works are nothing but a piece of history. Ferguson works Essays in the History of China Societys (1787), Miller Observations on the Distinction of Ranks (1771) and Adam Smith's Wealth of Nations (1776) makes a general theory of so many past societies philosophy. Adam Smith's example in his work discusses the many social systems in the Middle Ages in Europe and in its aftermath merchantilism system. In the 18th century many social scholars who are interested in the theories derived from materials of history, and the history of political and social history of the war to the development of trade, art, law, customs and behavior patterns. Voltaire is known as an expert in political science for example in his Essay on Mames (1756) describes the social life in Europe during the Charlemage. From Voltaire is also the term philosophy of history for the first time put forward. Local history for the first time is also expressed by a social scientist, namely Justus Moser in his History on Onsabuck (1768) which is the study of local history by using the original source documents. On the other hand historians in the 18th century many were attracted to the social sciences. The Gibson's work that very famous, Decline and Fall on the Roman Empire (1776-1788) is a study of social and political history, which in Gibson's work, especially in the description of the invasion of the Huns and the customs of the Huns as a nation of farmers , clearly visible on the ideas Ferguson and Smith (Burke, 1992: 5). The ability to see things - a common thing in the particularities are characteristic of the work Gibson also often dubbed as the historian philosopher. One hundred years later, the relationship between history and the social sciences seem less intimate than during the Enlightenment. Historians have engaged not only away from social theories, but also social history. At the end of the 19th century historian of the most widely acclaimed Leopold Von Ranke is. Ranke is not only reject social history, but his books are generally also only focused on the country. At that time and the glory days of his followers, a very prominent position of political history (Burke, 1988: 27). This social history setback at least can be explained from two viewpoints. First, this period is the period of the rise of national states in Europe and the history is used as a means of unifying national or state arts education facilities as a means of promotion nationalism. At that time, in which a new countries, such as Germany and Italy and the old countries like France and Spain are still fragmented into regional traditions, national history teaching in schools and universities is very useful for political integration. Second, re-development of the political history can be explained from an intellectual point. Revolutionary history associated with Ranke above is a revolution in the sources and methods, a change of use or chronic long history resource to use sources of official government records. The Historians began working with archives and they use edge techniques to obtain documents that can be trusted. The development of new ideas is closely related to the workings of professional in 19th century, in which research institutions, specialized journals and faculties in the universities began established (Gilbert, 1965: 320). Shunned social theories by historians in the 19th century attracted the attention of two great philosophers of the period, namely Wilhelm Dilthey and Benedeto Croce. Dilthey stated that sociological model of Comte and Spencer is a scientific art work because it is not able to give a causal explanation. He divides knowledge into two clusters, namely natural sciences who work in the framework of causation and the humanities who speak the language of "understanding". Meanwhile Croce also argued that sociology is only semi-scientific knowledge. In 1906 he refused a request to support the establishment Sociology majors at the University of Naples, Italy (Burrow, 1981: 197-180). Neglect of the social theories by the historians led to the emergence of hatred several times social sciences to historians, although they remain in the study also examines the past. Alexis de Tocque Vilas in The Old Regime and the Revolution Franch (1856) write history based on the original documents which are very rich in theories of social and political sciences. Works of Karl Marx, Das Capital (1867) who investi-

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Social Conservation based on Nation Character Building gated the labor, the change from craft into manufacturing and oppression of the peasantry, is a work that provides a major contribution not only to economics but also history. At the end of the 19th century came a number of scholars from various disciplines who are interested in long-term studies or social evolution. Their evolution models created according to each discipline they pursue. The economists view of evolution as a change of economic goods (barter) into the money economy, law experts consider the shift of relationships based on the status of the relations based on contract, ecologists show changes from savagery to civilization and sociologists describe as a change of the military community the industrial society and anthropologist described as a change of thinking magic to religion and from primitive to civilization. Experts in social sciences from various disciplines are reviewing the past with serious, but their attention to the history and historians are very less. Spencer for example, states that history is a large building surrounded by stones and bricks around it, and the position of the historian which is very high (at the time) would fall if naration about the life of the nation has become a part of sociology. The furthermore he said that the historian is collecting raw materials sociology, they are totally useless because it can not provide an assortment of building materials to form the social sciences, according to Spencer, biographies do not give any contribution to the science of society man (Peel, 1971: 160-162). Attention to the history and the rejection of the historian is a hallmark of the expert of social sciences of the 20th century. Keep in mind that a number of experts of social sciences, among others, Paul Vidal de la Blacke, French geographer, Ferdinand Tonnies, the German sociologist, anthropologist James Frazer Scotland, began his career as a historian, especially historians of ancient period. Experts in other social sciences try to combine the study of the past with contemporary culture. Boaz Franzs, anthropologist who examined the relationship between religion and the environment with the political views of the Kwakiutl Indians in Van Vouver, Canada and geographer Andre Siegfred who perform similar studies to people in western France argues that there is a significant relationship between local political stance with conditions geology and between economic life and patterns of voting by religious affiliation and acquisition of land (Boas, 1966: 3). Three famous sociologist of their time is Pareto, Durkheim, and Weber are all good students of history. Pareto in his Treatise on the General Society (1916) who discuss the future of Athens, Sparta, and Ancient Rome also provides examples from the history of the Italian Middle Ages period. Emile Durkheim, a sociologist, philosopher and psychologists also conduct a study of history under the guidance of Futsel de Coulanges. He wrote a monograph history of education in France. In his journal, Ane Sociologique, it also provides a special place to balance the books of history, both of the history books containing historical events as well as the superficial (Lukes, 1973: 2). Max Weber, a great sociologist, also has extensive knowledge and deep history. Before he wrote his great work, The Protestant Ethic and the Spirit of Capitalism (1904-1905), he wrote books on company trade era Middle Ages and agricultural history of Ancient Roman times. He is not only interested in history, but also to the concepts of historians. His idea that is very well known, "charisma", is obtained from the study of "charismatic organization" of the old church by the church historian, Rudolf Sohm (Weber, 1920: 3). Presumably not be incorrect to say that the majority of sociologists renowned historical thought of the 20th century actually comes from the thoughts of European cultural history.

HISTORY ALL HUMAN ACTIVITY Durkheim died in 1917 and Weber followed him in 1920. For various reasons the experts of social sciences reject past generations thereafter. Economists are split into two groups. Some of them, like Francois Simiand in France, Joseph Schumpete in Austria and Nikolai Kondratieff in Russia using statistical data about the past to assess the economic development, in particular the trade cycle. Other economic experts create economic theory is based on purely mathematical models. Thus, the conflict of methodology has divided economists into two camps, the camp that takes into account the history and theory emphasizes camps. Anthropologists, especially social anthropologists many who reject reports of experts in culture, such as the reports of explorers, missionaries, and historian. They left their old ways of working and began digging the data directly from the community. Franz Boas for example visiting Kwakuitl people by himself. It is one of the Indian tribes in the Pacific Coast of Canada in researching these people. Radcliffe Brown lived in the Andaman Islands from 1906 to 1908 in order to examine the social structure of the local community. Bronislav Malinoswski even stay longer in the Trobriand Island (near Papua New Guinea), from 1915 to 1918. Malinoswski found that anthropological field work is the best method. Anthropologist, he said, must be willing to leave fun office chairs to visit and live in villages, stations and huts farm-

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Proceeding of 4th International Conference on Education and Social Sciences ers to obtain the views truly original. There after, how Malinoswksi works has become the most important method in the research of anthropologists (Stocking, 1983: 70). Like the anthropologists, sociologists also began to go into the field to get the data directly from the community. In the 1920s, under the leadership of Robert. E Park, the University of Chicago‘s sociologist are researching modern society in their own city. They studied the township-Jewish neighborhoods, immigrants, gangs, the homeless, and so on. They observed samples to obtain information about the customs, beliefs and social conditions. To select respondents they do interviews, while to obtain a response from them they spread the questionnaire. This field of research later became a mainstay of American sociologists method. However, if the data they are obtained is tested to understand life in the past, it will not be able to explain how those values develop in the communities they studied so that become to what appears today (Hawthorn, 1976: 209). An assortment of explanations can be given for the change from the present study emphasize the aforesaid. Social sciences center has shifted from Europe to America, and in America the past was considered as less important and also less visible in everyday life. The American social science;s experts of the social sciences may argue that rejecting the past will increase the independence and enhance the professionalism of experts in economics, anthropology, geography, psychology and sociology. As historians, experts who rely on this fieldwork establish professional organizations and publish journals. Freedom of history and historians are considered to be necessary in order to discover the identity of the new discipline. While the other historians feel anxious over the emergence of new disciplines, and they began to think of new alternatives in history. At the end of the 19th century, some historians began to leave Ranke‘s history and Neo Ranke‘s history. One of the outspoken who criticize history Ranke is Lamprecht, who denounced German history which was lead to the political history and the history of the great men. He pours his ideas in a book he wrote, History of Germany (1891-1909) which accommodates the social psychological theories of Wilhelm Wundt and population geography of Friedrich Ratzel. History, said Lamprecht with courage characters need to use the workings of social psychology and social geography. In the 1890s American historian Frederick Jackson Turner criticized the traditional history, same as Lamprecht who denounced political history. According to Turner, the history should consider to all human activities. According to him, none of the social sciences can thrive when it isolated from the others. As well as Lamprecht, Turner is heavily influenced by the geography historian Ratzel. Turner‘s article, The Significance of the Frontier in American History invites many controversy, but his interpretation of American institutions which is a response to geography and social environment has opened a new part. His opinion about the frontier areas became to the main discussion among American historians at that time. According to Turner, everywhere frontier region is a region that stands alone. His followers, Harvey Robinson mentions how Turner as "new history", the history of attention to all human activities and incorporate the ideas of anthropology, economics, psychology, and sociology (Robinson, 1912: 2). In France in the 1920s was the development of a new kind of history, led by two historians from the University Starsboug, Marc Bloch and Luican Febre. They published the journal Annales d'histoire Economique at Sociale, which was criticized traditional historians a lot. As Lamprecht and Turner and Robinson, Bloch and Febre who oppose the domination of political history. They want to restore what they call "the history of humanity broad and deep", a kind of history that includes all human activities, emphasizing the analysis of the structure and lack of attention to the story of the events. Then, their ideas became famous among historians of France and even the world and it is called "Annales School" or flow Annals (Burke, 1990: 89). Bloch and Febre‘s ideas is forwarded by Fernand Braudel. His work, The Mediterranean and the Mediterranean World In The Age of Philip II, is very well known and regarded as the greatest historical work in its time. Braudel has a very broad knowledge economy and he looked forward to the cooperation between history and the social sciences. He was convinced that the history and social sciences will be very close because the experts of both disciplines is constantly trying to see the human experience as an integrated whole (Braudri, 1990: 65).

APPROACH AND ACCEPT EACH OTHER OF HISTORY AND SOCIAL SCIENCE STUDIES In 1909 the great Dutch historian, Johan Huizinge published Wanning of the Middle Ages, a study of European culture in the 14th century and the 15th that contains the ideas of anthropology. In 1929, a new journal Annales d'histoire Economique at Sociale entered a political geographer, Andre Siegfried and sociologist Maurich Halbwacks on the editorial board side by side with the historians. In 1939, an economic expert, Joseph Schumpeter published historical information in a study of the trade cycle, and sociologist Norbert Elias at the same time producing works of The Civilizing Process recognized as a classic historical

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Social Conservation based on Nation Character Building work. In 1949 anthropologist Edward Evans-Pritchard in the history books about Sanusi of Cyrenaica advocated their braided close relationship between anthropology and history. In the 1960s, various streams converged into one big stream. The books such as Political Systems Of Empire (1963) work Shumal N Eisentads, The First New Nation (1963) by Seymour M Lipset, The Vendee (1964) by Charles Tilly, Social Origins of Dictatorship and Democracy (1968) and the work of Barrington Moore Peasant Wars (1969) by Eric Wolf, all express and encourage its braided cooperation between social experts and historians (Smith, 1991: 22-25). In the 30s the last years the trend continues. It could be added that such cooperation efforts also followed by social anthropologists, especially Vliffordgeetz (1980) and Marshall Sahlins which examines the history of various dimensions. A group of British sociologist, especially Ernest Gellner, John Hall, and Michael Mann has revised its opposition to the philosophy of the history of the 19th century, especially the ideas of Adam Smith, Karl Marx and Max Weber that divide the community into certain types and explain changes from one type to the next. The same attitude was also shown by the anthropologist Eric Wolf in his work, Europe And The Peoples Without History, a study of the relationship of Europe with the development of the world since the 1500s, the themes of historical sociology, anthropology history, geography, history, and economic history have included the history and include the disciplines into history (Ohnuki-Tierney, 1990: 1-25). Here appears the long dialogue, conflict and integration between history and social studies of science and conservation of old values within and between them. There are obvious reasons why does the relationship between history and the social sciences getting closer. The acceleration of social change has attracted the attention of sociologists and anthropologists, so that took some sociologists and anthropologists to the field to find people who are undergoing to a process of transformation as a result of the globalization of the economic system. Experts examine the geography of world population growth and the economists and sociologists to analyze the development of agriculture and industrialization in developing countries, which continues to change from time to time (in other words the history). Among them, there is a French geographer, Louis Herrera and American sociologist, Immanuel Wallerstein, who extend their studies to the past. On the other hand, in the discipline of history there is also a big change, from traditional political history to social history and it is not only concerned with the events but also structures. Francis Bacon welcomed this development. He sharply criticized people who do not like the empirical data says poor data, and the pure theoreticians who say like spider webs made herself trapped. Bacon suggested that historical research can be applied in addition to the history also for the social sciences, and vice versa social science research can be used both for the social sciences and history. According to Bacon, without a combination of both, people can not understand the past and present together. But the relationship of this approach is not without problems at all. In the golden age of intellectual today, new problems continue to emerge as a result of the efforts of solving old problems. When the American sociologist Neil Smelser examines the history and publish his study of social change during the industrial revolution, the British historian, Edward Thompson was furious over Smelser statement that is a historical inability to class is considered as a concept that refers to the process rather than the structure (Smith, 1991: 1). Similarly, the relationship between historians and anthropologists, where they relate rather than convergence, but in parallel, such as rail trains. When historians found an explanation the function of time (the need periodicity), then anthropologists showed displeasure. Conversely when anthropologists discovered the important events in the past, many historians who leaves the history of the events, they examine the structures. Such circumstances continue, especially now more and more types of theories competing to attract the attention than times past. Social historians for example in the search for a theory no longer limit themselves to sociology and social anthropology. They seek for theories from other diciplines that deemed relevant to their research. From geography for example, the historian could learn and use the theory of central - local or social diffusion theory or theories of social scope. In fine, theories have now been open for historians to use, also for sociologists and social anthropologists. These theories enrich their work, and they could use without having to find it yourself. It can be said that today is the day and age where the intellectual frontier was open, a time which is very exciting and confusing. Referring to the works of Mikhail Bakhtin, Pierre Bourdiue, Frenand Braudel, Norbert Elias, Michael Foucault, and Clifford Geertz, in a work can be found the concepts of archeology, geography, anthropology, sociology, and history. Confusion arose among historians and sociologists, archaeologists and anthropologists, and so on, related to the collapse of the boundaries between the social sciences and humanities. As subdisciplines, social history split into two groups, the majority remained loyal to common problems and others interested in the case studies. Both groups involved in the conflict, the one calling itself as a social historian and the other as an expert microhistory (Burke, 1992: 21).

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Proceeding of 4th International Conference on Education and Social Sciences CONCLUSION Some things that can be concluded from this paper is as follows. First, that the pioneers of the social sciences is also a reliable history of the reviewer. In the 18th century when social studies has not emerged as a discipline and still be a part of history, the relationship between historians and social scholars is excellent. Many social scholars interested to concepts derived from history, and conversely many historians produce his work load the ideas of social scholars. Both the 19th century historical relations and social sciences are the conflicting situation. This is due to the birth of the type of political history that not only away from social theories but also social history. On the other hand the social sciences experts also blasted away and historians regarded as scientists who are less useful. Yet they continue to conduct a review of the past. Conservation of knowledge into something that can not be abandoned. Third, in the 20th century, the relationship between history and the social sciences are very close, which is caused by the change in history and also in the social sciences. The historians 20th century began to leave the political history and switch to pursue the social history, and social science experts that extend many studies to the past. As a result of this trend is the merging of various streams into one big stream, until the birth works in which there are concepts and theories of sociology, anthropology, archeology, geography and history as well. Dialogue, conflict, cohesion and conservation science into primary and breath development of the history and the social sciences. REFERENCES Aron, R. 1965. Main Current in Sociological Thought. Harmondsorth: Penguin Boas, F. 1966. Kwakiutl Ethnography. Chicago: University of Chicago Press. Braudel, F. 1980. Civilization and Capitalism. London: Collins. Burrow, J. W. 1981. A Liberal Descent. Cambridge: Cambridge University Press. Burke, Peter. 1988. :Ranke the Ractionary‖, Syracuse Scholar. Vol. 9. __________. 1990. The French Historical Revolution: The Annales School 1929-1989. Cambridge; Cambridge University Oress. __________. 1992. History and Social Theory. Cambridge: Polity Press. Dening, G. 1973. ―History as a Social System‖, Historical Studies, Vol. 15. Gilbert, F. 1965. ―The Profesionalization of History in the Nineteenth Century‖, in J. Highan, L.G. and F. Gilbert. History. New York: Prentice-Hall. Hawthorn, G. 1976. Enlightenment and Despair. Cambridge: Cambridge Universiity Press. Lukes, S, 1973. Emile Durkheim. Londong: Macmillan. Ohnuki-Tierney, E. 1990. Culture Through Time. Stanford: Macmillan. Peel, J.D.Y. 1971. Herbert Spencer: the Evolution of a Sociologist. London: Routledge and kegan Paul. Robinson, J.H. 1912. The New History, New York: Columbia University Press. Smith, G. 1983. The Rise of Historical Sociology. Cambridge: Cambridge University Press. Stocking, G. 1983. Observers Observed. Madison: Penguin. Warta FIS, January-February 2015 Weber, M. 1920. Economy and Society (English trans 1978). Berkeley: University of California Press.

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POLITICAL PARTICIPATION AND VIOLENT BEHAVIOR IN INDONESIA Buchory M Sukemi PGRI University of Yogyakarta ABSTRACT Since Indonesian people has entered the 1998 reformation era, public involvement has been encouraged to actively participate in national development, including political development. As an activity in political field, political participation is differentiated into active and passive participation. The political participation involve initiatives to propose public policy, criticism and improvement on policy correction, to pay tax, and to choose government leaders. The passive participation includes activities to comply with the goverment, to accept and to implement any governmental decisions. In addition to both types of political participation, several groups of community members have been excluded from both active and passive political participation as well; and they refer themselves as the apathetic group or golongan putih/golput (white group/abstentation). In their political participation, some citizens have been found to commit violent behavior. Violent behavior is an action that individual or group attempts to influence government‘s decision by committing physical both on human being and materials. Various concept related to violent behavior in Indonesia has been frequently considered as the New Order‘s heritage and the weak control of the state during the reformation period. The effectiveness of political education in Indonesia, therefore, should be encouraged to make citizens are able to improve their political participation that is consistent with Pancasila (Five Principle) as the nation‘s soul and personality bangsa Pancasila. Keywords: political participation, violent behavior, and political education

INTRODUCTION The studies on problems related to political have long been conducted; even since the Ancient Greece days around the fourth century BC. At that time, Aristotle states that humans are political beings (zoon politicon). As political entity, human beings will have political inter-dependence, inter-relationship, and mutual influence due to the realization of togetherness will create a medium to achieve the stated goals. In the life as community members and citizens, hence, each individual is always related to politics in the broad sense. Community as a group of individuals have expectations and goals to achieve. To this end, the norms regulating various shared-activities that from time to time should be enforced among the society. The efforts of enforcing these norms require government agencies having the authority or sovereignty to secure that the norms can be complied with. The various elements aforementioned are integrated and related to the politics. Hence, the community living within turns out to be a group of individuals inseparable from political issues. Basically, politics turn out to be various activities within a political system or state, concerning the process of system‘s goal setting and objective implementation (Budiardjo, 2003). The goal setting activity becomes a selection process on various alternatives and priorities. Implementation activity concerns with deciding public policies in the form of setting and allocating resources available in the community. Meanwhile, to implement the public policies, a power is required to enforce norms, establish cooperation, and resolve the emerging conflicts and violence. In the political life framework, social interaction among individuals, both vertically or horizontally is found in the community. Some orders are made, and they are complied with by other parties. However, some other decisions are also made, and complied with, or even rejected by others. This shows a great number of behaviors having mutual relationship that institutions and individuals perform. Political behavior is defined as activities related to the process of political decision-making and implementation (Surbakti, 1999). The interaction of the government and society, among political institutions, and between groups and individuals in the community in order to make, implement and enforce political decisions, basically turns out to be political behavior. Political behavior is a reflection of the political culture in a society full with various characters and various forms of groups with a wide range of behaviors. Political behavior is not determined by a temporary situation; however, it has a generaloriented pattern which is clearly visible as the reflection of a political culture often referred to as political civilization. Political behavior, therefore, develops based on a deep awareness on the political system taking place in a state. In line with the proposed title, the interesting problems to study involve (1) political participation, (2) violent behavior, and (3) political participation and violent behavior in Indonesia.

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Proceeding of 4th International Conference on Education and Social Sciences POLITICAL PARTICIPATION In a country with democracy as the ideology, political participation is highly important aspect with political modernization as its character. In countries with its relatively traditional community life and with its political leadership that is determined by the ruling elite class, the citizens‘ participation in influencing decision-making and affecting the life of the nation is relatively very low and even has tended to be underestimated in political process. Meanwhile, in countries with better implementation of political modernization process, the political participation level of their citizens is likely to improve. According to Sastroatmojo (2001) modernization may be associated with political and government aspects including the modernization of law, administration development, national ideology, social and political development, political integration, development distribution, and political participation. Budiardjo (2003) states that political participation includes all activities through which an individual performs voluntary participation in electoral process and political leaders, and also have direct or indirect participation in determining government policy. Huntington and Nelson (2001) also confirm that political participation concerns with activities that citizens undertake to be involved in decision-making process to influence decision-making by the government. Such activities is both legally and illegally conducted, and whether it is successful or not. The definition of political participation as Huntington and Nelson state involve the following: (a) political participation includes activities related to political actions; (b) political participation is carried out by ordinary citizens and not by government officials; (c) political participation activities are intended to influence government decision-making. Such activities can be either induce or suppress the efforts of government officials to cancel the decisions, or to push government provide more attention to their expectations. This kind of political participation includes actions trying to influence government policy, even though it is legally or illegally performed. Therefore, activities such as demonstrations, protests, violence, riots, and even the forms of violence and rebellion to influence government policy may be referred as political participation; (d) political participation also includes all activities designed to influence government‘s actions regardless its effectiveness and success; (e) political participation is directly carried out by the perpetrator himself or herself, or it is indirectly performed through intermediaries, i.e. those considered with competences to be able to channel their aspirations. A similar opinion is expressed by Almond (in Mas‘oed and MacAndrew (1999)) proposing that political participation can be conventional political activities, i.e. the normal form of political participation in a modern democracy. Those included in this kind of conventional political participation involve activities to give vote, political discussions, campaigns, establishing and participating in interest groups, and individual communication with the political and administrative officials. Non-conventional political participation include the petition filing, demonstrations, confrontations, strikes, political violence against properties (mass riot, vandalism, arson, bombing), political violence against humans (kidnapping and assassination), guerrilla warfare, and revolution. As an activity in political field, political participation is differentiated into active and passive participation. The political participation involve initiatives to propose public policy, alternatives for public policy that government makes, to propose criticism and improvement on policy correction, to pay tax, and to choose government leaders. Passive participation includes activities to comply with the government, to accept and to implement any governmental decisions. In addition to both types of political participation, several groups of community members have been excluded from both active and passive political participation as well; and they refer themselves as the apathetic group or golongan putih/golput (white group/abstention). Milbrarth and Goel (1997) distinguishes political participation into four categories, namely (a) apathy, meaning that those who do not participate and who exclude from the political process, (b) spectator, meaning that those who at least people have given their votes in general election, (c) gladiator, i.e. those who are actively involved in political process, such as party activists, campaign workers, and community activists, and (d) critics, i.e. those involved in non-conventional participation. Besides, political participation may also be categorized based on the number of perpetrators; and hence, there are individual and collective political participation. Various types of activities included in the political participation as Huntington and Nelson (2001) propose are the activities of performing election, lobbying, organizing, looking for connections, and performing violent behavior. Election activities include giving votes, performing aids for campaigns, working in election, proselytize on behalf of a candidate, or any other actions planned to influence the outcomes of the election process. Lobbying consists of efforts that individuals or groups undertake to contact government officials and political leaders to influence their decisions on issues that affect a number of people. Organizational activities involve participation as a member or officer of organization with the main purpose, i.e. to influence government decision-making. What is meant by establishing connection refers to

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Social Conservation based on Nation Character Building individual action addressed to government officials and usually designed to be beneficial for a person or a small group of people. Violence or violent behavior is an act that individual or group attempts to influence government‘s decision-making by perpetrating physical damages to both humans and properties.

VIOLENT BEHAVIOR Definition of violent behavior Violence is one of the most dangerous structural crimes. According to Haryatmoko (2003) violence which is difficult to expose psychological violence used in social and political system. Systematically, this kind of violence is typically applied by authoritarian rulers to deal with their political opponents, to make their opposition weakened, and the like. It is related to violence that state performs or institutionalized violence. It is referred as institutionalized violence because it does not automatically occur; rather, it is supported by social and political building system with legitimacy established by the system of values and ideologies. In the third world countries, in general, this institutionalized violence results in casualties, such as minority group and oppositions. Those considered as enemies by the state refer to the groups with political view different from that of the ruler‘s; hence, it will systematically become the victims of this violence. Violence as a means to enforce penalties for the violators of power or social order has undergone shifting in meaning as violence becomes an instrument to sustain power maintenance. Therefore, the violence that should not be made against the ruling, then, will be allowed to do against civilians and against political opponents of the ruling. In structural violence, there are dialectics between perpetrator and structure. Rulers tend to perform on behalf of the law and the order to legitimize their violent behaviors. While the oppositions can also do violence as the reaction against their disagreement to the policy of the ruler. In addition, there are also groups state that the available system is unfair, and hence, changes should be performed, and violence perpetrated for the sake of change, then, is unavoidable. Actually a violence will begets another violence; hence, when the violence considered as being capable to stop the opponent, but in essence, it just prolongs the emergence of violence as a reaction. Francois Chirpaz (in Haryatmoko, 2003) defines violence as such a power and with no rule in such a way that hit and both soul and body; it also causes death either by separating human from life or destroying the basis of life. Through suffering or misery they cause, violence appears as a representation of evil that human being suffers from, but it can also conduct on others. Human being can become victim, but at the same time it is also possible that he is also able to carry out violence causing others as victims. Any violence may create another new violence. It means that when an individual performs violence, then he or she will not be escapable from such a violence. Hitherto, other experts have not shared common opinion on the definition of violence or violent behavior yet. This is understandable because in formulating violent behavior they adopt dissimilar approaches, orientations, and different focus. Lore and Schults (2001) equate the term violence with aggression, i.e. to describe destructive behavior that is difficult to control, behavior harmful for himself and for others ranging from mild- to serious-level violence, including murder, verbal threat, and willing to commit suicide. A similar opinion is expressed by Roark (2003) stating that violent behavior does not only consist of physical actions, but also verbal abuse, psychological, and symbolical violence, or the combination of these aspects. Those considered as verbal abuse are humiliating verbal expressions; psychological violence involve attitudes that do not acknowledge the equality of rights and human rights, while the symbolic violence are in the form of actions causing fear and hostility. Berkowitz (1999) defines violent behavior as behaviors that may either physically, psychological, and socially harm others. Quite similar definition has been also given by Acher and Brown (Semin & Fiedler in 1996) that violence is a special form of aggressive behavior that tends to be physical attacks which cannot be socially legitimized. Beckmore and Iglitzin as quoted by Roark (2003) provides definition on violent behavior, i.e. specific form of aggressive behavior, which is an action to attack, hurt, or harm another person or certain object, that causes physical, psychological, or mental injuries. Gilligan (1997) asserts that threat frequently requires much more psychical attention than physical violence. Meanwhile, Suryabrata (2000) gives a definition on behavior as an action causing pains, damages, hazards, and other destructive actions that may harm others or themselves. This opinion has been supported by Bushman and Bauneister (1998) which states that violence is behaviors which physically, psychologically, socially put threats or negative impacts on personal integrity, objects, and environments.

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Proceeding of 4th International Conference on Education and Social Sciences Theory of Violent Behavior Violent behavior can be explained by adopting some theories. According to Allen et al (1997), various theories include (1) social learning theory, (2) instinct theory, (3) personality theory, (4) cognitive theory, and (5) frustration-aggression theory. Social Learning Theory According to Bandura (in Talib, 2003) the behavior of individuals, in general, is observationally studied through models, i.e. to observe how a new behavior is formed, and then it becomes an important information in guiding the behavior. Most of individual behavior is produced as a result of learning through observation on the behavior that other individuals as model indicate. However, the motivation of individuals to imitate violent behavior displayed by the model will be stronger when the model show his or her fascination, and the violence perpetrated does not cause a negative impact. Social learning theory is widely applied in assessing violent behavior. Violent behavior is learned through experience and observation. The example of demonstration behavior that is followed by an anarchic action may be a model for the violent behavior of the demonstrators. This social learning theory is also not free from weaknesses in explaining violent behavior. Among the criticisms on this theory, some limitations have been found in explaining violent behavior due to individual differences, including personality factors and differences in learning ability. Hence, not all people who directly witness and experience the violent behavior will also automatically perform violence due to individual differences in facing violent behavior, such as the ability to control himself. Instinct Theory Suryabrata (2000) proposes that Freud‘s theory on instincts often invite controversy. This theory asserts that the emergence of violent behavior is due to instinct, i.e. psychological manifestations of a source of inborn inner somatic stimuli; hence, all people have a tendency to perpetrate violence. Previously Freud states that violent behavior is closely related to libido energy when this sexual instinct is restrained; then, violent behavior will emerge. Furthermore, Freud states the dichotomy between positive energy and destructive energy, that are both considered as having basic biologistic which should be manifested in real behavior. When the destructive energy leads to external party, then it triggers such a violent behavior on others. Meanwhile, when it leads to him-/her-self, it may drive to commit self-harm or even suicidal behavior. This instinct theory has been criticized by McDougal (in Hewstone et al, 1996) with the argument that it is not true when instinct provides absolute effect on violent behavior. Violent behavior, of course, may be innate; but, the expression of the real behavior is heavily influenced by various non genetic factors. Given human being is a creature of culture, then violent behavior is not only driven by innate factors, but also influenced by environmental factors. Freud provides less attention on this environmental factors. Theories of Personality Ravinus and Larimer (2003) suggested that personality traits as internal properties related to violent behavior including internal control erosion on quick-tempered attitude. According to Thomas and Chiss (1997) children with disorders of quick-tempered and easily attack behavior tend to develop a pattern of violent behavior in the next age. Therefore, temperament factor that is part of the personality component associated with violent behavior. The role of aggressiveness stability indicates that the individual personality affect the tendency of performing violent behavior. Megargee as quoted by Baron (1997) suggests one of personality trait, i.e. undercontrolled aggressive personality that violence perpetrator has. Someone belong to undercontrolled aggressive typology has weak internal restraint, so he or she tends to perpetrate violence only caused by less strong stimuli. This suggests that undercontrolled aggressive person tends to commit more serious violence compared to the overcontrolled aggressive ones. The personality variable, hence, has correlation to violent behavior. This theory has a weakness since in explaining violent behavior the external factors are not considered. Cognitive Theory The basic concept of cognitive theory as proposed by Bordwell (in Talib, 2003) refers to the mental activity that cannot be changed simply in explaining social behavior with real postulates such as perceptions, thoughts, intentions, plans, skills, and feelings. Social cognitive theory emphasizes the importance of reciprocal interaction of individual factors as determinants of violent behavior. The tendency of violent behavior can be explained by referring to cognitive theory. Knowledge and experiences related to violence, as seeing protests showing violence, watching film on violence and straightly experiencing and perceive behavior associated with violent behavior will provide direct effect on violent behavior.

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Frustration-Aggression Theory Frustration refers to a situation when a person cannot have something expected at the time the person really needs it. Dollard et al, as Wimbarti (1996) cites, believes that each cause of aggressive and violent action can be ultimately traced in its relation to frustration. Frustration becomes one of the aggression and violence determinants. The availability of restraint to achieve the expected goals can cause emotional drive to aggression. Tendency to hurt others due to frustration depends on the satisfaction level expected, the failure to achieve satisfaction, and how often the restraint someone has in achieving his or her goal. This theory is also not free from criticism when frustration does not always led to aggression and violent behavior. Frustration does not always lead to aggression, and aggression is not always preceded by frustration. Berkowitz (in Thalib, 2003) confirms that frustration triggers preparedness to perpetrate aggressive action since the individual is in the situation of angry due to frustration. Whether someone will perform aggressive action or not depend on the presence of aggressive cues triggering an actual occurrence of aggressive behavior. Therefore, frustration is only one factor influencing aggression and violence behavior in addition to other factors.

POLITICAL PARTICIPATION AND VIOLENCE IN INDONESIA BEHAVIOR Cribb (2005) proposes that the problem of violence suddenly enter into the analysis agenda of Indonesian political life in the mid-1990s. Previously, researchers considered that the New Order was built on keberasasan (principle-based), anti-communism, strict in facing those with different opinions, and oppressive in encountering rebellions. According to Liddle (1995) violence is one of the three pillars that support the New Order regime in addition to economic performance and ideological manipulation. The New Order exploited violent action to impose its will when the use of phrase to persuade citizens in complying with the rule was failed. Numerous debates emerged on how far the three elements aforementioned, i.e. violence, economic performance, and ideological manipulation were considered as significant to maintain the power of the New Order. In spite of differences in opinion concerning to what extent the New Order depended on violence, in general, there is common ground that violence is balanced with what is required to maintain the power of the New Order. During the rule of New Order review on politics was less frequently conducted, i.e. the possibility of regime with tendency of becoming authoritarian turns out to contribute to social order since it can reduce violence found in the society. According to Cribb (2005), this is based on two points: (1) since the colonial times there has been opinion stating that that internally the traditional Indonesian society is a peaceful one. The Netherlands also has described Javanese as the most mild people on earth; (2) the development of the idea that the New Order was a social peace power as opposed to the massive atrocity that the PKI (Indonesian Communist Party) members committed in 1965. Even at the beginning of the Order New, a slogan appeared that there was no politics, no ideology, and only economic development existed. This was in contrast with the Old Order prioritizing political life. During the Old Order era, an expression stating that politik sebagai panglima (politics as the ―commander‖) emerged. It showed that for the sake of political interest all aspects of life of the nation could be subordinated. Meanwhile, the New Order provided more emphasis and focus on economic development to improve its people welfare. The violent behavior in Indonesia with mechanisms and attempts to resolve the conflict has a long history. Various concepts related to violent behavior, terrible conflicts are frequently regarded as the heritages of the New Order, and the state‘s weak control during reformation era. However, when it is traced back, such a behavior of power was identified during the colonial period. At that time the perpetors frequently hired bodyguard groups to intimidate political opponents to conduct demonstrations. Javanese aristocrats also encouraged the establishment of neighborhood security guard groups. During independence era, such a violent behavior was also identified in the Old Order regime and it was culminated during the New Order (Colombijn, 2005). Riots at football fields, student brawl, fight among community members, mass riots, tribal and religious disputes have been found since the early if 20th century (Dick, 2002). Furthermore, violent behavior during general and local elections, particularly during political campaigns and after the defeats of the party or candidate, demonstrations ended with anarchic action, clashes between groups accepting and refusing to a policy, violent behavior during trials both in legislative and judicial institutions, and various other violent events have become a common phenomenon during the reformation era. According to Klinken (2005), violent behavior in Indonesia even has been flowering when this nation entered reformation era. Even the list of violent behavior in this reformation era turns out to be longer than the previous time. Disputes in East Timor, Papua and Aceh become the conflict against the State

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Proceeding of 4th International Conference on Education and Social Sciences which producing a great number of violent behaviors after the New Order era. In addition, violent behaviors in various areas including (a) Poso, Central Sulawesi (1998-2001), (b) Ambon and South Maluku (1999-2002), (c) West Kalimantan (1999-2001), (d) North Maluku (1999-2001), and Central Kalimantan (2001). Violent behavior in Poso Unrests and violence in Poso coincided with the political shift in Poso district when the Poso district head said that he would not participate in the next election. Really, both the incumbent and the next candidates were not those who considered religion as the problem; however, the lobby groups of each party gathered supports and eventually brought the religion issue. As other cities in Indonesia, Poso has also many religious organizations, but with weak political infrastructure. These ultimately have served as the outbreak of violent behavior and riots in Poso, Central Sulawesi. Violent Behavior in Ambon Violence in Ambon showed various similarities with those found in Poso. Perception on the threat and opportunity for people of faith from the control of the State was identified. General election was interpreted as a mobilization that political elites conduct in the life of the state. The schedule of the 1999 general election just started in December 1998, so that shorter time than usual was found. In this very relatively short period, political parties struggled to establish power and gather support. As they previously did, political parties exploited religious organizations to gather support before election period. In seeking support through mass mobilization such unrest and violent behavior exploded in Ambon . Violent behavior in North Maluku Understanding violent behavior in North Maluku cannot be conducted with no reference on the competition on who would be the governor of new North Maluku province in September 1999. In its course, it took time until October 2002 after the North Maluku led by Acting Governor appointed by Central Government. Hence, the people of North Maluku came into agreement to perform governor election with the candidates coming from their own people. Violent behavior and riots started ahead the governor election and it prolonged under the strict surveillance of the Central Government. Violent behavior in West Kalimantan Economic development in West Kalimantan had caused increasing perception on the segmentation and marginalization of Dayak community. Trading in rural area was controlled by Chinese ethnicity; agricultural land was taken over by transmigrants and employers from outside area, and a greater number of bureaucratic officials came from other areas. In similar, the expectation of some people to make improvement as the discourse of the New Order regime had not come true yet. Such conditions increasingly marginalized the position of Dayak people and triggered the sentiment of suffering from similar fate strengthening the tribal sentiment. This was evident in the behavior patterns of violence erupted in the early of 1997. The violent behavior and spontaneous riots was conducted to protect the dignity of the Dayaks. Violent behavior in Central Kalimantan In this episode of political conflict, a process that can be usually identified concerned with the establishment of new political actors. Violent behavior found in Central Kalimantan in February 2001 introduced the actors that were previously unorganized or apolitical in the process of civil conflicts (McAdam et al, 2001). Dayak people who had never viewed as political actors since the modest success of the Dayak Party in elections of 1955, suddenly became the sole perpetrators that were able to expel almost all the Madurese from this region. The Dayak elite mostly lived in Palangkaraya and Sampit developed a slogan that they were masters in their own land and other parties should recognize it through cultural assimilation method. They borrowed a Malay proverb ―dimana bumi dipijak, di situ langit dijunjung “ (“Wherever earth is stepped upon, there is where the sky is held high.‖ to fight against the Madurese migrants considered as not performing cultural assimilation. In bureaucratic term, the slogan was equivalent to a term existing in the Law on Local Government, i.e. ―that local officials should have understanding the local people and also should be recognized by the local people‖. They also stated another term that was narrowly interpreted, i.e. ― putra daerah‖ (people from local area) and it was local term of pribumi (indigeneous people) or bumiputra (natives)

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Social Conservation based on Nation Character Building CONCLUSION Political participation is the participation that citizens carry out in political field. It can be ―conventional‖ and ―non-conventional‖. The conventional refers to the normal form of political participation in a modern democracy. Those included in this kind of conventional political participation involve to give votes, to held political discussions, to perform campaigns, to establish and partitipate in interest groups, and individual communication with the political and administrative officials. Non-conventional political participation include petition filing, demonstrations, confrontations, strikes, political violences against properties (mass riot, vandalism, arson, bombing), political violences against humans (kidnapping and assassination), guerrilla warfare, and revolution. The transition into a more democratic life after the New Order era caused deaths and material losses. Violent behavior identified in several areas in Indonesia, particularly has concerned with political transition; hence, increasing political participation of the citizens is consistent with the changes in the political life of the New Order to Reformation Eras. Violent behaviors occurred in Poso and Central Kalimantan, North Maluku and West Kalimantan, can be considered as the forms of political violence; and there are similarities with violent behaviors occurred and accompanying the previous transition period, i.e. the transition from the Old Order to the New Order era, rebellions signifying the beginning of Guided Democracy era, and the 1945 Revolution era to achieve independence, even with its different characteristics. Violent behavior is a phenomenon that dominates political participation in Indonesia. Almost every time clashes have been identified between those supporting and rejecting government policies; also, demonstrations to express aspirations have also been widespread found and ended with clashes against officers with anarchic action. Even violent behavior also entered the legislative room at central and local levels as well as in the judiciary court room. When it is associated with philosophy of life of Indonesian people, actually, violent behaviors recently flowering do not have root in the culture of the nation since Indonesian has a personality that is consistent with the values of Pancasila (Five Principles). This philosophy of life prioritizes togetherness, congenial spirit, mutual cooperation, mutual assistance, tolerance, tepo seliro (reciprocity), warm-hearted, forgiving, deliberation and consensus, unity and integrity, love of the homeland, and tolerance become the personality characteristics that is appropriate and rooted in Indonesian culture. Increasing political participation of citizens should be sustainably pursued with no violent behavior. Various measures can be conducted by using political education through the family, educational institutions, mass media, peer groups, and political organizations. In addition, reposition and refunctionalization of educational institutions should be carried out. It is not only to be able in playing a role in the development of science, technology, and art, but it is also capable to cultivate cultural values that is consistent with the personality of the Indonesian people. Political education in Indonesia refers to education aimed at realizing a high political awareness of the citizens; hence, they will be aware of their rights and obligations in the life of the people and of the nation, including awareness to exercise their voting rights in the election based on Pancasila and the 1945 Constitution. To this end, the subjects of Pancasila Education, Civics Education, Social Studies Education turn out to be the group of subjects with such a mission.

REFERENCES Baron, Robert A. 1997. Human Aggression. New York and London : Plenum Press. Berkowitz, L. 1999. Aggression : A Social Psychology Analysis. New York : McGraw-Hil Book Company. Budiardjo, Miriam. 2003. Dasar-Dasar Ilmu Politik. Jakarta: PT. Gramedia Pustaka Utama. Cribb, Robert. 2005. Pluralisme Hukum, Desentralisasi, dan Akar Kekerasan di Indonesia. in Anwar, Dewi Fortuna., Bouvier, Helene., Smith, Glenn., dan Tol, Roger. (Eds). Konflik Kekerasan Internal Tinjauan Sejarah, Ekonomi-Politik, dan Kebijakan di Asia Pasifik. Jakarta : Yayasan Obor Indonesia. Dijk, Kees van. 2002. The Realms of Order and Disorder in Indonesia Life. In Husken, Frans and Jonge, Huub de (Eds). Violence and Vengeance : Discontent and Conflict in New Order Indonesia. 71 – 94. Saarbrucken : Verlag fur Entwicklungspolitik. Giligan, John. 1997. Violence. New York : Vintage Books. Haryatmoko. 2003. Etika Politik Kekuasaan. Jakarta : Penerbit Buku Kompas. Huntington, Samuel P. dan Nelson, John. 2001. Partisipasi Politik di Negara Berkembang. Jakarta : Rineka Cipta. Klinken, Gerry van. 2005. Pelaku Baru Identitas Baru : Kekerasan antar Suku pada masa Pasca Soeharto di Indonesia. in Anwar, Dewi Fortuna., Bouvier, Helene., Smith, Glenn., dan Tol, Roger. (Eds). Konflik Kekerasan Internal Tinjauan Sejarah, Ekonomi-Politik, dan Kebijakan di Asia Pasifik. Jakarta : Yayasan Obor Indonesia. Liddle, William R. 1995. ‗Soeharto‟s Indonesia : Personal Rule and Political Institutions‟. Pacific Affairs. 58, 68 – 90.

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Proceeding of 4th International Conference on Education and Social Sciences Lore, Robert.K. and Schulth, L.A. 2001. Control of Human Aggression: A Comparative Perspective. American Psychologist, 48, 16 – 25. Mas‘oed, Mochtar dan MacAndrew, Colin. (eds.) 1999. Perbandingan Sistem Politik. Yogyakarta : Gadjah Mada University Press. Milbrath, Lester and Goel, M.L. 1997. Political Participation. Chicago : Rand McNally College Publishing Co. Rivinus, T.M. and Larimer, M.E. 2003. Violence, Alcohol, Other Drugs, and the College Students. Journal of College Student Psychotherapy, 8, 71 – 119. Roark, M.L. 2003. Conseptualizing Campus Violence: Definitions, Underlying Factors, and Effects. in Leigton, C., Whitaker and Jeffey, Pollard W. (eds,) Campus Violence : Kinds, Causes, and Cures. 1 – 28. New York : The Howard Press. Sukemi, BM. 2004. Sikap dan Perilaku Politik Anggota badan Legislatif Daerah ditinjau dari Sosialisasi Politik. Disertasi. Yogyakarta : Program Pasca Sarjana UGM. Sukemi, BM. 1992. Partisipasi Mahasiswa IKIP di Daerah Istimewa Yogyakarta dalam Pemilihan Umum. Tesis. Yogyakarta : Program Pasca Sarjana IKIP Jakarta. Semin, Gun R. and Fiedler, Klaus. 1996. Applied Social Psychology. London : Sage Publishing Ltd. Surbakti, Ramlan. 1999. Memahami Ilmu Politik. Jakarta: PT. Gramedia Widiasarana Indonesia. Suryabrata, Sumadi. 2000. Psikologi Kepribadian. Jakarta : PT. Raja Grafindo Persada. Thalib, Syamsul Bachri. 2003. Analisis Model Faktor-Faktor Penentu Kecenderungan Perilaku Kekerasan Siswa. Disertasi. Yogyakarta : Program Pasca Sarjana UGM. Wimbarti, Supra. 1996. Children Aggression in Indonesia: The Effect of Culture, Familial Factors, Peers, TV Violence Viewing, and Temperament. Disertation. California : University of Southern California.

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Social Conservation based on Nation Character Building

BUILD CONCERN: THE PRO COMMUNITY DEVELOPMENT, MEASURING THE CITY OF SEMARANG IN GOVERNMENT POLICY PLANNING AND EMPOWERMENT OF STREET VENDORS Eko Handoyo Department of Civics and Politics, Faculty of Social Sciences, Semarang State University ABSTRACT Street vendors are economic actors in informal sector whose existence contribute significantly to the survival of their families. To ensure their business continuity and the survival of their families, government needs to intervene through policies that favor the interests of these street vendors. The release of Presidential Decree number 125 of 2012 and the Minister of Home Affairs Regulation number 41 of 2012 provides a clear line that government will be by the side of this micro enterprises. Semarang city government has made policies in order to organize and empower street vendors. However, the executions are not maximum. Government policy is more dominant in structuring efforts, while empowerment activities is not quite taken care of. Although what the government has done so far by structuring has contribute significantly towards the prosperity of the street vendors. Government's concern is still highly anticipated by these microeconomic businesses for the sake of their existence and survival. Keywords: empowerment, prosperity, street vendors, structuring.

INTRODUCTION As what have been done by the governments of other major cities, Semarang city government also intends to make Semarang as the city of trade and services. This is in accordance with the Regional Development Plan 2015 for Semarang city, in planning to build the city of trade and services both in regional and national scale. Semarang has a motto called ―SETARA‖ wich stands for Semarang Kota Sejahtera which means Semarang the Prosperous City. “SETARA” also has other meaning that is Semarang is equal with other major cities in Indonesia, which became one of the branding to promote the establishment of Semarang as the center of trade and services. In order achieve this goal, Semarang city government has been carrying out major changes to the city planning, including re-organizing and tidying Simpang Lima roundabout, Pahlawan street, Pandanaran street, Ahmad Yani street, Gajah Mada street, Pemuda street, dr. Sutomo street, Imam Bonjol street, Sugiyonopranoto street and Tugu Muda square. Street vendors who used to do their business in Pahlawan street were relocated to Menteri Soepeno street since December 2010. Most of the street vendors in the city have been well organized by the municipality government, such as street vendors in Kalisari street, Barito street, Undip Imam Barjo (Pleburan) street, the street vendors around Paragon City mall, street vendors around Diponegoro Stadium, and others. The street vendors‘ community does not seem to meet the problems, which means that they are provided with safety and comfort in operating their business. However, there are still many vendors who are not organized yet and do not get social protection from Semarang city government, among which are street vendors who operate their business in Kokrosono street, Kartini street, around BNI Sayangan, Sampangan street, around Diponegoro University, around Semarang State University, and some seasonal street vendors communities who try to earn a fortune in various public spaces in the city area. Illegal street vendors are constantly experiencing anxiety and worry everyday, because at times they can be evicted. Their future is unclear. However, they still have to make ends meet for their family, so they remain staying in their small business location. The release of Presidential Decree No. 125 of 2012 and Regulation No. 41 of 2012 to provides fresh air for the growth and development of street vendors in Semarang, because in these regulations, vendors acquire social protection and are regarded as micro-enterprises which have economic contribution. The publication of the two regulations should be followed up by the city of Semarang to organize and empower street vendors, just as Regulation No. 11 of 2000 is more focused on the development of street vendors, primarily related to issues of rights, obligations, prohibitions, and supervision of street vendors, therefore it is suspected that the effort to organize and empower them comprehensively as stipulated by regulation and the aforementioned Regulations have not run optimally. This is because the city government is still using Regulation No. 11 of 2000 which essentially has not adopted the provisions laid down by the latest regulation.

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Proceeding of 4th International Conference on Education and Social Sciences This research aims to solve the following problems. First, how are the implementations of government policy in managing the city of Semarang and empowering street vendors? Second, what is the impact of implementing planning policies and empowering street vendors‘ welfare?

LITERATURE REVIEW In this section we describe the legal basis of street vendors‘ small businesses, particularly in terms of the arrangement and the empowerment of street vendors. After that, outlined several other studies that support the theme of this research. Planning policies and empowerment of the complete set of street vendors in the Presidential Decree (Decree) No. 125 of 2012 and the Regulation of the Minister of the Interior (Regulation) No. 41 of 2012. In the Regulation, there are efforts made by the local government through the designation to make the determination, removal, demolition and removal of street vendors by observing the location and considering the public interest, social aspect, aesthetic, health, economic, security, order, cleanliness of the environment and in accordance with the legislation. In the Presidential Decree No. 125, the arrangement of vendors includes: data collection and registration of street vendors, the determination of the location of street vendors, removal of street vendors location, ex-location rejuvenation, as well as planning the provision of space for the relocation. Street vendors planning policies are the responsibility of the Ministry of Home Affairs. At the regional level, policy arrangements of street vendors are the responsibility of the governor and the mayor or regents. A Governor regulates the street vendors in the province and in the region by referring to the arrangement of street vendors policy. Mayor or regent will then have to make arrangements related to street vendors covering the following aspects: (1) policy-setting arrangement of street vendors; (2) the detailed planning for street vendors relocation; (3) structuring the street vendors through collaboration between Local Governments; (4) developing partnerships with bigger business world; (5) programming and planning the activities of street vendors in local development planning documents. In Regulation number 41 of 2012, the arrangement of street vendors conducted by the mayor or regents include: (1) street vendors data collection; (2) registration of street vendors; (3) determining street vendors new location; (4) removing street vendors from the old location; (5) rejuvenation of street vendors ex-location. The planning includes providing temporary locations while structuring the permanent ones. This permanent location is designated for street vendors businesses. The temporary location will be removed upon completion of the permanent area. There are two types of street vendor business, settled type and moving type. The settled ones need mats, tents and shelters. The moving ones are usually using non-motorized vehicles, such as bicycles, wheeled carts or bicycles that have been modified as well as motor vehicles, such as motorcycles (twowheel), three-wheeled motor vehicles, motorcycles and four-wheeled vehicles (cars). Street vendors empowerment is the effort made by the government, local governments, businesses and communities in synergy in the form of fostering regional business and business development to vendors so that they can grow and develop both the quality and quantity of their business. In Presidential Decree No. 125 of 2012, street vendors empowerment activities includes: (1) education, training and/or social assistance; (2) increase their business capacity; (3) coaching and technical assistance; (4) facilitating access to capital; (5) provision of facilities and infrastructure; (6) institutional strengthening through cooperatives and business groups; (7) facilitation of increased production; (8) processing, network development and promotion; (9) facilitation of inter-regional cooperation; (10) develop partnerships with the business community. As in the arrangement of street vendors, street vendors empowerment activities at the provincial level will be carried out by the governor, while in city or regency level will be implemented by the mayor. Mayor or regents are responsible to empower street vendors which include: (a) the implementation of empowerment policy for street vendors; and (b) the realization into the local development plan documents. In Regulation number 41 of 2012, the empowerment of street vendors by the mayors or regents includes the following activities: (1) improve their business capacity; (2) facilitating access to capital; (3) micro-business supports; (4) institutional strengthening; (5) facilitation of increased production; (6) processing, network development and promotion; (7) coaching and technical guidance. This study presents some results of relevant research, as an attempt to assess how far this research considered important and relevant with previous research. By the implementation of the new provisions concerning the arrangement of street vendors, it is expected that there will be new findings in connection with the structuring and empowerment of street vendors. Setiyaningsih (2008) in a study entitled Analysis of Policy Regulation No. 11 of 2000 on Structuring Street Vendors in Tugu District Semarang concluded that the policy issued by the city government has

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Social Conservation based on Nation Character Building been running good technically. However, the policies applied are still not able to provide a comprehensive solution to the problems of street vendors. This is because the concentration of these policies are still focused on the terms, obligations and banning towards street vendors; whereas with regard to the economic, social, and cultural aspects of the street vendors as citizens, government never seem to give any concern about it. Hamidjojo (2004) in a study entitled "Analysis of Factors Affecting Successful Implementation of Street Vendors Planning Policy, Development and Control in Surakarta", concluded that the factors that affect the successful implementation of policies in the arrangement, construction, and demolition of street vendors in Surakarta is the condition of the environment, communication, and implementing behavior, all of which together accounted for 66.22%. Of that 66.22%, 16.68% are accounted for environmental conditions variable, 35.13% communication, and implementing behavioral variables contributed as much as 14.41%. Of the three contributing factors, communication has greatest contribution by reaching the precentage of 35.13%. This suggests a successful implementation of government policy with regard to the existence of street vendors. It is not enough only by the implementing policy, but there is also the need to reach out to street vendors, for example, by giving understanding about local regulations and by having intensive dialogue with them, so that planning policies and street vendors coaching can be implemented without any major obstacles. Wijayanti in Handoyo (2012) in a study on "The Outcome after Street Vendors Relocation Policy from Banjarsari to Notoharjo Surakarta City", shows some of the following conclusions. First, the process of relocation from Banjarsari to Notoharjo was carried out through three stages, namely socialization, preparation for relocation, and the relocation itself. Second, the impact of the relocation is (1) the vendors obtain security, comfort, and business stability and the switching status of the vendors from unofficial to official, so that they are no longer anxious if there will be any demolition and eviction from municipal police, (2) governments also get results because it is now easier to regulate the street vendors in Banjarsari and that the vendors are neater too, so people can enjoy Banjarsari Monument as the real public space now, and (3) street vendors migration to Notoharjo Market promote economic growth in Semanggi region, which formerly deserted, and increase the chances of better effort to absorb labor in Notoharjo market and its surrounding areas. Ambang (2011) in a study entitled Structuring Street Vendors in Semarang based on Spatial Planning, concluded that the arrangement of street vendors in the city of Semarang are temporary and anticipatory alone. Constraints that arise, namely the low legal awareness of street vendors, lack of supervision, relocating the street vendors to non-strategic area etc. There are efforts made by the City Government of Semarang to overcome obstacles, which provide counseling and guidance to the street vendors, provide circulars and both verbal and written warnings to comply with the provisions of existing law, holding the control in increments of urban village, district or city level in order to enforce the law against Regional Regulation No. 11 of 2000 and the follow up of Semarang Mayor Decree No. 511.3 / 16 Year 2001 on the Establishment of Land / location of street vendors in Semarang area, and seeking a new location or area for vendors who do not get a place of business. Satyahadewi and Naomi Nessyana Debataraja (2013) in a study entitled Street Vendors Assessment Planning based on their preferences and Public Perception in Sudirman Market area, Pontianak- West Kalimantan, concluded that (1) the activities of street vendors is an alternative livelihood for the citizens of the city of Pontianak, especially for those who are not able to enter the formal sector, because this line of business is characterized as easily accessible, does not require higher education, does not require a huge capital, but can generate income that sometimes exceed the formal sector, (2) the location selected by street vendors has the following characteristics; close to their home, crowded and close with community activities although at that location street vendors do not have written permission from the Regional Government of Pontianak, and (3) although there are regulations on the arrangement of street vendors, but either vendors or community considers there should be further regulation because in some locations still seem chaotic and less orderly; while the activities of street vendors as one of the informal sector has not been anticipated in the spatial planning so they are lacking of facilities and infrastructure to support them. The study, conducted by researchers above are still limited to the regulation of each city area of research. There are some which were successful, for example Hamijoyo studies showing the role of the environment, communication, and behavior in managing and fostering street vendors. However, there is also a failure of planning policies, as shown by researches conducted by Setiyaningsih, Hamidjojo, Wijayanti, Ambang, and Satyahadewi and Naomi. The research they have not used the new regulations, namely Presidential Decree No. 125 and Regulation No. 41 of 2014, so that what their studies have not touched the new policy issues related to structuring and empowering street vendors. This study was conducted based on the new provisions of the street vendors, so it is expected to obtain new information about how the structuring and empowerment policies made by the government in accordance with the new provisions.

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Proceeding of 4th International Conference on Education and Social Sciences RESEARCH METHOD This study is a qualitative research that produces descriptive data in the form of words written or spoken of people and behaviors that can be observed and the research is expected to develop a theory for the data collection process (Moleong 2007; Neuman 2013: 198). The data in this qualitative study was taken through a special observation (inductively), then developed into a broader concept, so it can interact with the data and theory (Neuman 2013). This study uses a case study design, especially explanatory case study, because this case study aims to answer the question "how" (Yin 1997: 9). Explanatory research‘s main objective is to explain the reason for the event and to establish, deepen, develop or test a theory (Neuman 2013). This case study design allows researchers to connect abstract ideas in a certain way with the ins and outs of real cases observed in detail (Neuman 2013). This study took place in the city of Semarang, especially street vendors who trade or carry on business in the Menteri Soepeno street, Imam Bardjo street, around Simpang Lima roundabout, as well as in Kokrosono and Kartini street. The unit of analysis of this study are street vendors selling goods on the Menteri Soepeno street, Imam Bardjo street, around Simpang Lima roundabout, as well as in Kokrosono and Kartini street, whether they are location-based (permanent and temporary) or whether they are mobile. The unit of analysis is not the whole life of the street vendors, but other matters related to Semarang city government policy in organizing and empowering street vendors. What will be assessed in particular are (1) how are the implementations of government policy in managing the city of Semarang and empowering street vendors, and (2) what is the impact of implementing planning policies and empowering street vendors‘ welfare. The focus of this research is also related to the questions that guide the study or research. In this connection, the focus of research that are described and analyzed are: (1) the implementation of Semarang City Government policy in managing and empowering street vendors, which includes local government strategies in managing and empowering street vendors, such as technical manuals and other things that govern personnel, funding, methods, media, and tools to organize and empower street vendors, (2) the impact of the implementation of planning policies for the welfare and empowerment of these street vendors, the effect of the policy implementation in improving the welfare, security, and freedom of the street vendors. In qualitative research, the sampling technique that is often used is purposive sampling (Sugiyono 2009). Street vendors (PKL) to which the informant in this study were selected by purposive manner (Creswell 2007). Purposively, in the sense of the informants were selected based on the characteristics and limitations in accordance with the parameters determined in the study, namely: (1) work as street vendors around Simpang Lima roundabout, relocated from Pahlawan street to Menteri Soepeno street, from Imam Barjo street, Kokrosono, and Kartini street, (2) has worked as a street vendors for at least 1 year, (3) has a family or bear a family (wife/husban and children), (4) using the supplied stall provided by the City Government for the organized street vendors and do not use the stall for for the unorganized ones. Based on these considerations, the informants consisted of 5 people working around Simpang Lima roundabout, 5 people from Menteri Soepeno Street, 5 people working in Imam Barjo street, 5 people from Kokrosono street, and 5 people who run their businesses in Kartini street. There were 25 street vendors altogether. The data were collected through interviews, observation, and literature studies. In this study, interviews were conducted in unstructured or not standardized, ie a free interview in which researchers did not use the interview guide that has been previously developed systematically and complete, but in the form of lines of research questions appropriate to the research problems (Sugiyono 2009). In conducting interviews, the tools used by the researcher to gather data and research information are a notebook, tape recorder, and pen-camera. Interviews were conducted with informants, both vendors and officers of the Market. An interview with the officers of the Market was conducted to reveal data about Semarang City Government policy in managing and empowering street vendors as well as the policy implementation of Semarang City Government in organizing and empowering street vendors. There were also interviews with the street vendors to analyze the impact of planning policies implementation and the empowerment programs for the welfare of the street vendors. In this study, they observed a moderate form of participant observation (Sugiyono 2009). In a model of moderate participant observation, researchers maintain balance as an outsider and also as if he/she is a person inside. With this model of participatory observation, it is expected that researchers can obtain complete data, sharp, accurate, and able to understand the meaning behind the behavior of the street vendors. In addition to interviews and observation, literature study was also used to collect data and information on economic activity and its impact on the welfare of the street vendors. The study of literature is also used to track a variety of relevant research results that explain the effect or impact of government poli-

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Social Conservation based on Nation Character Building cy in managing and empowering street vendors for their welfare. Literature review contains the results of other studies relevant to the topic of research and linking research with the existing literature (Creswell, 2010). The collected data was tested its validity by using triangulation (Miles and Huberman 1992). Triangulation is used not only at the time of data collection, but also when examining the results of the qualitative analysis. The use of this triangulation is useful to solve potential problems regarding the construct validity (Yin 1997). For that purpose, the type of triangulation which were utilized in this study were: (1) triangulation of data, by collecting data from time to time and people or different sources in the study area, and (2) triangulation method, by using the method of collecting different data in relation to the unit of analysis or the same research focus. Data collection methods compared in this study were the method of observation and interviews. In accordance with the approach used in this research, the data collected was processed and analyzed using qualitative analysis techniques interactively, in which the process of the analysis follows the cycle, in the sense that the researcher moves back and forth during the data collection between reduction activities, presentation and drawing conclusions and verification ( Miles and Huberman 1992). Qualitative data analysis is an ongoing process that requires constant reflection on the data, analytical asking questions, and write short notes throughout the study (Creswell, 2010).

RESULTS AND DISCUSSION Before the results of the research described in the form of answers to the research problem, in this section the researcher presents an overview of research subjects. This study took a sample of 25 people spread across five street vendors locations. The data of the research informants can be seen in the table below. Tabel 1. Informants Data by their Background of Education, Location, Line of Business and Income No

Name

Age

Gender

Location (streets)

Education

Hometown

Line of Business

Family members

1

Ismail

45

Male

Soepeno

Semarang

Rizal

37

Male

Soepeno

3

600.000

3 4

Ngatmin Yanuar P.

50 23

Male Male

Soepeno Soepeno

6 -

1.750.000 500.000

5

Purwanto

49

Female

Soepeno

5

1.000.000

6

Mintartik

45

Female

S.Lima

Temanggung

Culinary: Tahu Gimbal Culinary: Tahu Gimbal Culinary Beverages: Minuman Kopi Culinary: Nasi Goreng Culinary

4

2

7

600.000

7

Widodo

52

Male

S.Lima

Semarang

Culinary

5

800.000

8

Didit

35

Male

S.Lima

Semarang

Clothing

4

300.000

9

Pak No

55

Male

S.Lima

Semarang

Culinary

6

750.000

10

Salminah

42

Female

S.Lima

Semarang

Culinary

3

800.000

11

Anik S.

28

Female

I.Bardjo

SeniorHigh School JuniorHigh School SeniorHigh School JuniorHigh School Elementar y School SeniorHigh School SeniorHigh School SeniorHigh School JuniorHigh School Elementar y School

Daily Income (in IDR) 500.000

Semarang

5

120.000

12

Rizal

18

Male

I.Bardjo

Cikampek Jabar

-

50.000

13

Bu Dalyono

39

Female

I.Bardjo

Vocational High School Elementar y School

6

200.000

14

Ibnu

43

Male

I.Bardjo

Senior-

Klaten

Culinary: Nasi Goreng Beverages: Minuman Susu Beverages: Minuman Es Culinary:

4

200.000

Semarang Sukoharjo Semarang Semarang

Purwodadi

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Proceeding of 4th International Conference on Education and Social Sciences

15

Bram

30

Male

I.Bardjo

16

Sriyanto

52

Male

Kokroso no

17

Gito

50

Male

Kokroso no

18

Imron

35

Male

19

Tomi

45

Male

Kokroso no Kokroso no

20

Sandy

30

Male

Kokroso no

21

Tukiman

45

Male

Kartini

22

Ardianto AB

34

Male

Kartini

23

Harti

38

Female

Kartini

24

Sumarni

58

Female

Kartini

25

Emi

48

Female

Kartini

High School Bachelor Degree SeniorHigh School SeniorHigh School Diploma SeniorHigh School SeniorHigh School Elementar y School Vocational High School JuniorHigh School JuniorHigh School JuniorHigh School

Nasi Surabaya

Culinary

-

250.000

Klaten

Furniture

4

7.000.000

Semarang

Motorbike spareparts

4

300.000

Semarang

Electronics

2

5.000.000

Semarang

Sport shoes

3

1.000.000

Semarang

Motorbike spareparts

1

350.000

Semarang

Books

8

100.000

Semarang

Birds feed

4

80.000

Semarang

Birds feed

3

50.000

Semarang

Birds feed

2

100.000

Aceh

Culinary

2

300.000

Source: Handoyo (2014) From the table above, it appears that the majority of the street vendors in this study were male; there were 18 vendors or 72% of all. There were 5 young vendors or 20% of all informants, the remaining 80% are aged 20 or older. This is understandable, because usually young workers are still in the trial stage or on a search for more settled jobs. Seen from the aspect of education, 14 street vendors or 56% had high school education and above, even 2 of them have a diploma and bachelor degree, 6 street or 24% only managed to finish Junior High School and the remaining 5 street vendors or 20% only attended Elementary School. This means that being a street vendor is not limited to a particular educational level, such as elementary and junior high school. In the latest development, there are more high school or even college graduates who work as street vendors. A total of 17 people or 68% of street vendors are from the city of Semarang, the other a number of 8 people or 32% came from outside the city, such as Purwodadi, Klaten, Temanggung, and some even came from West Java and Aceh. Most vendors are examined, as many as 15 people or 60% selling food and drinks, the remaining 10 people or 40% are selling auto and motorcycles parts, electronics, furniture, books, clothes, shoes, birds feed, and birds. Most street vendors are selling food and drinks, this is normal, because the culinary line of business is more promising to make a profit as well as the development of Semarang city indicate that residents began to love eating out to get a different atmosphere compare to when they eat at home. Not surprisingly, food and beverage business which became known as the culinary business is growing rapidly in the city of Semarang. Most vendors are married,as many as 22 people or 88% of them and only 2 vendors are not. In terms of dependents, averagely these 22 people bear from 1 to 8 dependants. This means, most of those who work as street vendors are those who are married. This means that working as street vendors is a beacon of hope to be able to make a living and a family life. Without work, they cannot make ends meet. Their income varies from one to the other. Revenue from the lowest, up to the highest ranging from Rp50.000,00 to Rp5,000,000.00 per day. On average those who are selling food can earn over Rp500.000,00 per day. Therefore, the profit from selling food and drinks is higher than the other, this is the reason why there are so many people chose to become a street vendor in culinary line of business. Semarang City Government‘s Policy Implementation in Regulating and Empowering Street Vendors As what has already been explained in the previous exposure that planning policies and empowerment of street vendors in the city of Semarang is based on Presidential Decree No. 125 of 2012, Regulation No. 41 of 2012 and Regulation No. 11 of 2000. A Mayor, in structuring and empowering the street vendors, is submitted to relevant authorities, namely the Department of Market Affairs in terms of the ar-

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Social Conservation based on Nation Character Building rangement and the empowerment of street vendors, while in terms of the arrangement, especially the relocation of street vendors, the matter will be handled jointly by the Department of Market Affairs, municipal police, police, NGO, street vendors union, and private parties. The Department of Market Affairs and private sectors involved in the empowerment of street vendors. Those are the actors involved in the policy arrangement of street vendors. In Regulation No. 41 of 2012, structuring activities includes the vendors data, vendors application, the street vendors determined location, street vendors removal and ex-area rejuvenation. In Presidential Decree No. 125 of 2012, in addition to the already mentioned in the Regulation, the arrangement of street vendors also include policy-setting arrangement of street vendors, cooperation among local governments, the development of partnerships with the business community, as well as programming and planning activities of street vendors in the document planning and regional development. In the Semarang mid-term development plan Year 2010-2015, the municipal government aims to develop the potential of the local economy, namely small and medium industries such as batik, spring rolls, milk, processing industry and others. In addition, there is also a concern to develop traditional markets and modern market. Policy development of traditional and modern markets are dealing with the revitalization of traditional markets, controlling the growth of modern retail, as well as the arrangement of street vendors to be more humanistic and civilized. This means that the policy-setting arrangement of street vendors and local development planning documents are in accordance with what is stipulated in Presidential Decree No. 125 of 2012 and has been carried out in the municipal government planning documents. However, in reality, what we mostly see is the focus on removing street vendors from certain areas. Meanwhile, efforts to control modern retail are not performed as required in the Semarang mid-term development plan. This is evident from the number of modern retail which is allowed to run a business to compete with traditional retail. It shows also that the municipal government is not responsive to the presence of thousands of street vendors. Policies and strategies in the development of a strategic area, the Government set the downtown area as the business district with the main activities of international trade and services, as set out in the Semarang spatial plans 2011-2031. However, street vendors planning policies that are difficult to understand is the development of modern and traditional trade center with international standards, as also stipulated in the spatial plan, the city of Semarang. City Government is hoping within the next 20 years that the city of Semarang will be a mega city that can accomodate all kinds of trade both modern and traditional. In Semarang spatial plan, there is also a plan of arrangement for informal sector activities, which include (1) the plants and flowers merchants in Sodong village, Mijen; (2) the sale of handicraft products in Waru market; and (3) vendors, snacks, and other commodities merchants around Simpang Lima and Semawis area (Chinatown). The question is why street vendors are laid out and arranged only around Simpang Lima and Chinatown area, while street vendors scattered in all districts in Semarang. This means that the setting for street vendors is not yet complete (comprehensive), causing the failure of spatial planning, especially with regard to regional development strategy of trade and services. According to Semarang spatial plan, the informal sector regulations are further stipulated in Local Regulation, but until now the local regulations are still in question and have not been compiled, there are local regulations before this spatial plan was made, namely Regulation No. 11 of 2000 which has not comprehensively regulated the street vendors. In a macro scale, the setting of the vendors may have been less dominant than the protected area planning policies, the area of green open space, the arrangement and construction of dams, irrigation and ponds, as well as regional arrangements for bicycle and pedestrian paths. Perhaps it is influenced by the mindset of policy makers that the informal sector, especially street vendors, does not have a very significant contribution towards local revenue. In the Regional Development Plan of Semarang In 2015, the local economic potential as an icon of the city of Semarang is also developed, both with regard to the development of small and medium industries which orientation is in democratic economy, such as batik, spring rolls, milk, processing industry and the development of traditional markets and the appeal of the modern market. Meanwhile, in related development targets, street vendors planning policies stated only 100%, which is certainly not clear. However, the development priorities in 2015, the municipal government has launched an increase in the regional economy based on local potentials, among which are the traditional market development and revitalization of institutional managers with the direction of activity (1) the construction of a traditional market which includes physical revitalization of Peterongan market building, physical revitalization of Waru market , continued market development in Rejomulyo market, and (2) a pilot project for Perusda that operates in marketing sector. The physical revitalization of Waru market, some of which are reserved for vendors who are relocated from Kartini street is part of the policy arrangement of street vendors. In terms of data collection and registration of street vendors, the new municipal government did the observation on four sites, they were street vendors in Simpang Lima (last done in 2012), street vendors in Menteri Soepeno street (last done in 2010), street vendors in Kokrosono (last done in 2013), and street

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Proceeding of 4th International Conference on Education and Social Sciences vendors in Kartini carried out in 2014 (in order to relocate street vendors). The street vendors in Imam Bardjo street were not recorded properly by the municipal government. The data collection and registration of street vendors fully performed by the Department of Market Affairs Semarang. Similarly, the rejuvenation of the location of street vendors to five locations under the study has not been done by the City Government of Semarang. The new municipal government has only rejuvenated the location in the center of the street vendors at Batan Miroto Street and partly in the center of the street vendors around dr. Kariyadi hospital. From a policy arrangement of street vendors, the most prominent is the policy to remove street vendors‘ location. Removal and deletion policies had already been done by the city government to street vendors who operate in Sampangan, Basudewo, Kokrosono, Pahlawan Street, Simpang Lima, and Kartini Street. The new places for their relocation are along Menteri Sopeno stret, KB Park, Simpang Lima, Ketileng, Citarum street vendors center, Pandanaran street vendors center, Diponegoro stadium street vendors center, and Waru market. This is all done by the government to prepare the city of Semarang as a viable trade and services demanded by investors. Even in Semarang Spatial Plan, Semarang has been designed as a modern trade center and traditional international scale. For the empowerment policy, Semarang City Government refers to the provisions of Presidential Decree No. 125 of 2012 and Regulation No. 41 of 2012. In the Presidential Decree No. 125, empowerment activities include (1) education, training and / or social assistance; (2) increase the business capacity; (3) training and technical assistance; (4) facilitating access to capital; (5) provision of facilities and infrastructure; (6) institutional strengthening through cooperatives and business groups; (7) the facilitation of increased production; (8) processing, network development and promotion; (9) the facilitation of interregional cooperation; and (10) developing a partnership with the business world. In the Regulation, empowerment activities includes (1) improvement in business capacity, (2) facilitation of access to capital, (3) business equipments support, (4) institutional strengthening, (5) facilitated to increase production, (6) processing, network development and promotion, and (7) training and technical guidance. In terms of empowerment of street vendors, not much is done by the municipal government. Although vendors have done well as the obligations required by law No. 11 of 2000, but the returns of such obligations in the form of rights which must be received by the street vendors were not adequately fulfilled. The street vendors who are supposed to be given the empowerment from the municipal government as stipulated in Presidential Decree No. 125 and Regulation No. 41 did not fully obtain what they expected. Based on the information obtained from the informants, most vendors only obtain a guidance in a form of a workshop from the Department of Market Affairs, but other empowerment activities, such as increasing business capacity; coaching and technical assistance; facilitation to increase production; processing, network development and promotion; facilitation of inter-regional cooperation; and developing a partnership with the business community were never given to the street vendors. Of the empowerment agenda which include counseling, training and / or social assistance; improvement in business capacity; coaching and technical assistance; facilitating access to capital; provision of facilities and infrastructure; institutional strengthening through cooperatives and business groups; facilitation of increased production; processing, network development and promotion; facilitation of inter-regional cooperation; and helped to forge a partnership with the business community, the street vendors only get this in a small portion, in the form of counseling, facilitation of access to capital, provision of infrastructure, facilitating institutional strengthening, and promotion. Guidance in the form of counseling conducted by the municipal government is technically handled by the Department of Market Affairs and municipal police, but it was done in order to curb street vendors so that they will run their business by always obeying the rules and not creating any seedy and smelly location. In short, counseling is done emphasizing the obligation to be borne by the street vendors. This statement is approved by the officers from The Department of Market Affairs when they were interviewed, Mr. Daniel (43 years old) and Mr. Kodrat (53 years old). According to them, guidance and counseling are carried out to foster understanding among the street vendors about their obligations. Coaching seassion provides advice to vendors in order to become good street vendors and abide by the rules. The Department of Market Affairs has been assigned by the municipal government to facilitate street vendors (especially the organized ones) to have access to capital/financial institutions, such as banks, but according to the officials being interviewed, street vendors are not interested to use it. Similarly, infrastructure assistance was given to street vendors in Simpang Lima, Menteri Soepeno, and Kokrosono street. The street vendors on Imam Bardjo street were provided with shelter, but it was not of the municipal government, but from the University of Diponegoro. Assistance for business infrastructure is also given to vendors in Kartini street, but because the location is not strategic for trading, the vendors on Kartini street rejected the help.

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Social Conservation based on Nation Character Building Meanwhile, the facilitation of institutional strengthening has been granted by the City Government in cooperation with the Association of Street Vendors of Indonesia (APKLI) in Semarang and Semarang Street Vendors Union (PPKLS). The shape is the formation of an association of street vendors or association or community empowerment for street vendors. The City Government requires that all vendors need to join the existing community or if there is no community, is expected to form a community or group of street vendors in accordance with the place and type of their business. Meanwhile, the not organized or illegal street vendors are untouched, because their mobility is quite high, so it is not easily accessible by the Department of Market Affairs officers. The network development and promotion had also been done by the city government, just not done routinely and not in a structured way . Mr. Rizal (37 years old) one of the street vendors selling Tahu Gimbal at Menteri Soepeno street and Mr. Widodo (52 years old) from Simpang Lima claimed to have been involved in government events such as "Visit Semarang" and "Semarang Great Sale" which was conducted by the municipal government. It is also supported Mr. Didik statement, a street vendor who is selling clothes near Simpang Lima: "yes sir, we've promoted the event entitled "Visit Semarang "and ―Semarang Great Sale "( this interview was dated on October 15, 2014). However, there are those who promote their own wares through online shops (such as tokobagus.com and berniaga.com) according to Mr.Ardianto, bird feed vendors at Kartini Street. From the above description, it can be concluded that the settlement policy and empowerment policies as required by Presidential Decree No. 125 of 2012, Regulation No. 41 of 2012 and Regulation No. 11 of 2000, has not been implemented properly. The difficulty of implementing regulations on street vendors, both from the central and local levels, are among others; the limited resources owned by local government, sucah as limited financial resources, human resources, and other resources, as well as the complexity of the problems related to the existence of street vendors, such as education and skills , employment, family situation, and others. The not maximum implementation of planning policies and empowerment is clearly incompatible with the agenda of Semarang City Development plan in 2015, that is creating a prosperous society of Semarang city. Prosperous in terms of safe, tranquil, and prosperous in which people can enjoy peace in their way of making a living, can fulfill their duties and responsibilities well, and can enjoy the results in order to achieve a better life. The Impact of Semarang City Government‘s Policy towards Street Vendors‘ Welfare Although it does not have a direct impact on improving the welfare of street vendors, but the municipal government measures to have taken affect on the welfare of street vendors. Policies that are intended to do something or not doing something effect on their business continuity, survival, and welfare, both to the street vendors who are organized and the unorganized ones. If you pay attention to the income of the street vendors, most vendors (23 people or 88%) have their daily income more than 100,000.00 per day and only 3 vendors (12%) who have income less than 100,000.00 per day. Even 12 vendors or 48% have daily incomes of more Rp500.000,00 per day. From 25 informants, 5 street vendors, namely 2 vendors operating at Menteri Soepeno street and 3 vendors from Kokrosono street make more than 1,000,000.00 per day. From these data, it can be concluded that most street vendors are prosperous in the sense that their needs are met, because their minimum income is 100,000.00 per day or average per month they manage to at least get Rp3,000,000.00, this shows that they are in good condition. Most vendors who obtain assistance in a form of infrastructure support and institutional strengthening from municipal government, generally have a minimum income of 100,000.00 per day, even there are plenty who make above Rp500.000,00 per day. These vendors are operating at Menteri Soepeno street, around Simpang Lima, and Kokrosono street. Other data shows that 15 people or 60% of street vendors are categorized prosperous, obtaining adequate facilities of the municipal government. Meanwhile, many street vendors who do not receive assistance from the municipal government, have already had high income, such as street vendors who conduct their business in Imam Bardjo and Kartini Street. The common perception is that most vendors belong to the poor, but it is not appropriate anymore to categorize street vendors who trade in Simpang Lima, the Menteri Soepeno, Imam Bardjo, Kokrosono, and Kartini Street the old way. People can be categorized as poor if they are under the poverty line, which has less than Rp211.276,00 per month. That is if the economy does not allow individuals to meet the basic needs of food and non-food. While if judging from the income of these street vendors, their minimum income is Rp50.000,00 per day or approximately Rp1,500,000 per month. This means that none of the vendors in this research is in poor category. However, only because they are not under the poverty line and then they are not considered by the government. There are many other vendors outside of this research, especially those classified as unorganized/illegal street vendors still have a mediocre to poor life. Without government intervention, it is highly unlikely that most of the illegal street vendors have barely enough

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Proceeding of 4th International Conference on Education and Social Sciences capital to survive. Therefore government must be present through policy interventions that enable vendors not only to survive, but also capable of expanding and improving the welfare of their families. Generally, the street vendors are capable of meeting their needs, even there are many of those who own their own home, have a motorcycle, television, refrigerator, and have savings. Of the 25 informants were interviewed, 20 or 80% own their own homes, 1 (4%) rent a house, and 4 (16%) do not have a home. Means of transportation used to trade or to the location of trade were motorcycles and cars. A total of 17 people or 68% of street vendors use motorcycles for transportation, 3 of them or 12% have a car, and the remaining 5 vendors (20%) use a bicycle or public transportation. Almost half of the street vendors interviewed, 11 people or 44% have savings, the amount varies from least to highest, ranging from Rp500.000,00 Rp20,000,000.00. Savings are mostly used to increase their capital, mostly used in case if there is an emergency or for their retirement savings. Like most other families, street vendors also need to travel and have recreations. They love going to the zoo, swimming pool, beach, malls, fishing, eating, or even just a simple walk around Simpang Lima roundabout on Sundays. From the above description, it can be concluded that most of the vendors at the five sites under this research are prosperous, in the sense of self-sufficiency, especially food and non-food basic needs, without depending on others. This is consistent with the size of welfare as revealed by Nicholas Barr (in Simarmata, et al. 2008), that the well-being is measured from the income where the person works and has the ability to set aside a portion of his/her revenues. Broadly, welfare also includes the level of life, the fulfillment of basic needs, quality of life, and human development (Amartya Sen in Swasono 2010). While in Law No. 11 of 2009 on Social Welfare, welfare involved the fulfillment of material, spiritual and social needs. In this study, welfare focused on aspects of income and material fulfillment. Welfare is related to structuring and empowerment policies undertaken by the City Government, particularly against organized street vendors who conduct business on the edge of Simpang Lima roundabout, Menteri Soepeno street, and Kokrosono street. By giving them facilities, such as shelter or kiosk with all the trimmings, the permissions granted to organized street vendors, easy to run a business, facilitating institutional strengthening and promotion give good effects for the street vendors to run their business. Good business increases their income, which menas that this vendors can meet their basic needs, such as buying a house, rent a house, buy a car/motorcycle/bicycle, buy a television and a refrigerator, and a portion is set aside for investment and for their retirement.

CONCLUSION Basically, Semarang city government's concern to street vendors is quite high, as evidenced from the policies that are created and referenced in structuring and empowerment of street vendors. Semarang City Government policy in managing and empowering street vendors are in accordance with the existing regulations, which refer to Regulation No. 11 of 2000, Presidential Decree No. 125 of 2012, and Regulation No. 41 of 2012. Because the regulations are relatively new, the municipal government of Semarang still refer more to the old one that is of law No. 11 of 2000 to make the arrangement and structuring of street vendors, which in principle more on efforts to resuscitate street vendors in order to understand their rights and obligations, and in order for them to comply the with existing regulations. The city government planning policies are mostly revolves around the data collection activities, demolition and relocation; while other planning activities, such as cooperation between local governments, the development of partnerships with the business community, as well as programming and planning activities of street vendors in local development planning documents can not be implemented to the fullest. The city Government has been conducting empowerment for the street vendors, especially for the organized street vendors, although this has not been carried out in a comprehensive manner in accordance with the legislation. Empowerment that has been done is to facilitate access to capital (although no street vendors are interested in taking it), stall and shelter, and wooden carts, institutional development (coaching for street vendors community), and limited promotion through ―Visit Semarang‖ and ―Semarang Great Sale´events; the empowerment policy that has not been done in a structured way is improving business capacity, facilitating an increase in the production, processing, network development, as well as management and technical guidance. Street vendors are organized primarily to give direct or indirect impacts on their welfare. Relocating them from public spheres and the provision of facilities, such as access to capital, help in businesses and trade facilities, institutional strengthening and promotion, increase revenues, and fulfillment of basic needs and other needs, all of these aim to achieve the welfare of street vendors in a sustainable manner. Based on the conclusions, findings, and discussion of research, the researcher proposes the following suggestions (1) The policies arrangement of street vendors should be done in a comprehensive manner

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Social Conservation based on Nation Character Building based on the Presidential Decree No. 125 of 2012 and Regulation No. 41 of 2012. The settlement policy should not be focused only on the removal (relocation) and demolition, but also the rejuvenation policy, given the number of street vendors that is possible to multiply itself at any time; (2) The empowerment policy for street vendors should be completed based on the Presidential Decree No. 125 of 2012 and Regulation No. 41 of 2012. The activities of empowerment, particularly with regard to the place and means of facilitating trade, access to capital, capacity building in business, facilitating an increase in the production, processing, developing networks, promotion, and training and technical assistance needs to be improved, because the empowerment activities have a significant impact for the welfare of street vendors; (3) The municipal government should restrict the granting of licenses to investors who will develop a modern hotel and retail, because the existing number are too much already and on the other hand also in order to protect the micro enterprises, especially street vendors.

REFERENCES Ambang, Meindra. 2011. ―Penataan Pedagang Kaki Lima di kota Semarang berdasarkan Rencana Tata Ruang‖. Skripsi FH Unisbank Semarang. Tidak diterbitkan. Creswell, John W. 2007. Qualitative Inquiry and Research Design Choosing Among Five Approach Second Edition. London : SAGE Publications. ----------. 2010. Research Design Pendekatan Kualitatifr, Kuantitatif, dan Mixed. Terjemahan Achmad Fawaid. Yogyakarta : Pustaka Pelajar. Hamidjoyo, Kunto. 2004. ―Analisis Faktor-faktor Yang Mempengaruhi Keberhasilan Implementasi Kebijakan Penataan, Pembinaan dan Penertiban PKL di Surakarta (Studi Kasus di Kecamatan Laweyan)‖. Tesis Magister Ilmu Administrasi PPS Universitas Diponegoro Semarang. Handoyo, Eko. 2012. ―Eksistensi Pedagang Kaki Lima Studi tentang Kontribusi Modal Sosial terhadap Resistensi PKL di Semarang‖. Disertasi Program Studi Pembangunan PPS UKSW Salatiga. tidak diterbitkan. Handoyo, Eko. 2014. ―Kebijakan Pemerintah Kota Semarang dalam Penataan dan Pemberdayaan Pedagang Kaki Lima‖. Laporan Penelitian FIS Unnes. Tidak diterbitkan. Miles, Mattheuw B. Dan A. Michael Huberman. 1992. Analisis Data Kualitatif. Terjemahan Tjetjep Rohendi Rohidi. Jakarta : UI Press. Moleong, Lexy J. 2007. Metode Penelitian Kualitatif. Bandung : PT Remaja Rosdakarya. Neuman, W. Lawrence. 2013. Metodologi Penelitian Sosial: Pendekatan Kualitatif dan Kuantitatif Edisi 7. Terjemahan Edina T. Sofia. Jakarta: PT. Indeks. Satyahadewi, Neva dan Naomi Nessyana Debataraja. 2013. ―Kajian Penataan PKL berdasarkan Preferensi PKL dan Persepsi Masyarakat di Kawasan Pasar Sudirman Pontianak‖. Dalam Proseding Seminar Nasional Matematika dan Pendidikan Matematika dengan tema ‖ Penguatan Peran Matematika dan Pendidikan Matematika untuk Indonesia yang Lebih Baik" pada tanggal 9 November 2013 di Jurusan Pendidikan Matematika FMIPA UNY. Setiyaningsih. 2008. ―Analisis Kebijakan Perda Nomor 11 Tahun 2000 tentang Penataan Pedagang Kaki Lima di Kecamatan Tugu Semarang‖. Skripsi Jurusan Administrasi Publik FISIP Undip Semarang. Tidak diterbitkan. Simarmata, Henry Thomas, dkk. 2008. Negara Kesejahteraan & Globalisasi Pengembangan Kebijakan dan Perbandingan Pengalaman. Jakarta: PSIK Universitas Paramadhina dan The Asia Foundation. Sugiyono. 2009. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung : Alfabeta. Swasono, Sri-Edi. 2010. Indonesia dan Doktrin Kesejahteraan Sosial Dari Klasikal dan Neoliberal sampai The End of LaisserFaire. Jakarta: Perkumpulan PraKarsa. Yin, Robert K. 1997. Studi Kasus (Desain dan Metode). Terjemahan M. Djauji Mudzakir. Jakarta: PT. Raja Grafindo Persada.

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Proceeding of 4th International Conference on Education and Social Sciences

THE MOTHER’S ROLE IN BUILDING CHILDREN’S CHARACTER FOR THE FAMILY’S EDUCATION REVITALIZED Eko Purwanti Department of Primary Teacher Education, Faculty of Education, Semarang State University ABSTRACT A testament ever commissioned by President Sukarno, that the heavy task for the Indonesian people in charge are prioritizing the implementation of the Nation's independence and Character Building. In fact, he asserted, if the character development is not successful, the Indonesian nation will be the nation's only porters. In fact, the formation of character which is run by the government is still not fully be called a success. Family role is to educate the younger generation to instill ethical values and morals are needed in public life. It is very important to note. Because, the family as the smallest social organization in the community has a basic role and significant influence in the cultivation of values and the formation of the child's behavior. Character development is inseparable from the role of a mother as a woman, both in its position in the family as well as educators. If women are sincerely doing household chores, the family morals and character by itself would be easier to develop. For the most noble education for children is nothing but stems from the mother. Then the children directly to education and love of a mother, more secure depraved. Children are finally more controllable and socialize in the middle comunity sociaty. They are not easily entangled in so many deviations from the behavior of chaos and bids a new value for the denial of social norms, especially moral and religious ethics. This is where the importance of an awareness to become a mother. Being a mother involves understanding and awareness of the new must-have for every woman. Besides the risk of severity of childbirth, motherhood means having full awareness to equip themselves in order to educate their children. Tasks to be a mother in this sense, requires adequate and spiritual intellectual weight. The mother is the first teacher of his own children. Given such an important and fundamental education, guidance and early child care by the mother at home in providing foundation, lifestyle and behavior of children in the future, should the education, guidance and care for children in the house to the attention of the mother. Keywords: Character education, revitalization, role of family.

INTRODUCTION Entering the 21st century, humankind entered a new arena. Modern life is characterized by the rapid development of technology and media. Modern humans did not just want to control and conquer the universe. A testament never confirmed by President Sukarno, that a tough task for the Indonesian people in charge are prioritizing the implementation of the Nation's independence and Character Building. In fact, he asserted, if the character development is not successful, the Indonesian nation will be the nation's only porters. In fact, the formation of character which is run by the government is still not fully be called a success. As in the curriculum policy in 2013 that have not been effective, the lack of hours for subjects of morality and religious breath. On the other hand, the Government is focused on the physical construction or facility only. Trailing western products under the pretext that was outdated. Paradigm think we are led, overshadowed the materialist philosophy and capitalism that success is for those who have a lot of money, have a position, have the power and respected everyone. Therefore, people justify any means to earn money. Family role is to educate the younger generation to instill ethical values and morals are needed in public life. It is very important to note. Because, the family as the smallest social organization in the community has a basic role and significant influence in the cultivation of values and the formation of the child's behavior. But in this era, many families who just want instant only. Children included in the school's most expensive or the most expensive and hope they family, TPQ from there children can be good as expected by his parents. Though it does not necessarily guarantee good character education in children. The family is essentially the smallest unit as the core of a social system that exist in society. As the smallest unit, the family is a miniature and embryos of various elements of human social systems. Family atmosphere conducive will produce good citizens because in the family of all family members learn the basics of social life. The development of civilization and culture, especially since science and technology are evolving rapidly, has a lot to give effect to the order of human life, whether they are positive or negative. Family life too, many changes and being away from family values are real. In the present condition, which is characterized by modernization and globalization, many people who judge that the conditions of life of society today, especially the younger generation in poor condition, and all of this stems from the conditions of life in the family. Therefore, the early development of children in the family is a very funda-

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Social Conservation based on Nation Character Building mental. Religious education, manners, manners, and read-write-count given early in the home as well as the example of parents will form the basis of personality and self-esteem that will enliven the next life. In this case, a mother plays a very important and major in providing coaching and guidance (both physically and psychologically) to their children in order to prepare the next generation of higher quality as citizens (citizen) good and responsible includes responsibility social responsibility.

DISCUSSION Existence of a woman is an urgent segments of a society because women are part of a community, the nation and the human community. We will not be able to close the eyes of the important role played by women. Women have a role that is very urgent and fundamental in influencecharacter individuals of a society and a nation. Given the fundamental role of women in shaping the personal character of a nation, he was able to make the nation a superior or destroyed. A nation or society is a community formed of individuals, while the form of personal character is the family. So who is more of a role in a family? Of women, that when she was cast as a mother. This is an indirect role in the realization of a developed nation. While the direct role that could be played by women are role as a member of society. That is like a woman who plays the show credibility in the social sphere, politics, economics, science, and others. The Role of Women in Shaping Character Kids Women play an important role in the formation of character as the nation's next milestone. According to Karen (in Megawangi, 2007), says the character is derived from the Greek word, Charassein, which means carve to form a pattern. Correspondingly, Megawangi (2007) said that the character does not automatically possessed by every human being when he was born, but it requires a long process through parenting and education. The formation of character (personality) of a human being is determined olehdua factors, namely nature (natural factors or nature) and nurture (socialization and education). Human nature is a religious perspective tends to favor, but the influence of the environment can disrupt the growth process of nature. Environmental factors, namely the effort to provide education and socialization can determine the "fruit" such as what will be produced later than a child. So a nation will be formed into a nation that is characterized by the presence of parenting, education, and positive socialization of the surrounding environment. Three principal thing in coaching the national character by Rajasa (2007) is an education as an arena for the re-activation of the noble character of the Indonesian nation. The second thing is education as a means to generate a national character that can accelerate development simultaneously mobilizing domestic potential to improve the competitiveness of nations. The third thing is education as a means to internalize the above aspects of the successful re-activation of ancient culture and innovative and competitive character, into all aspects of life of the nation and government programs. This internalization should be a concerted Efforts of the whole society and government. In addition, factors affecting the decline of the Indonesian nation is due to broken the mentals government officials. The character of a nation plays a major role in maintaining the nation's existence. The idea of building a superior nation actually has existed since the proclamation of independence of the Republic of Indonesia on 17 Agustus1945. We were the first national leadership that Sukarno had expressed the need for nation and character building as an integral part of the development of the nation. The character of a nation plays a major role in maintaining the existence of Indonesia. Quite a lot of empirical examples that prove that a strong national character plays a major role in achieving the level of success and progress of the nation. The first example is China. This country can be said to be more prosperous than Indonesia in the 70s. However, within less than 30 years, with iron discipline and hard work, China has managed to rise to move its national production machine. Chinese culture is reflected in the success of the discipline this country pressing problem of corruption among local officials substantially. While the culture of hard work is evident from the spirit of the people is to be willing for 7 days in a week to work to achieve excellence and glory land. Currently China has not only become the largest exporting country, but more of it, the production of Chinese exports more and more that contain high technology and high technology. Quality character is a response that has been tested many times and has been the fruit of victory. Someone who repeatedly pass through difficulties with victory going to have a good quality. No quality is not tested. So if you want quality, there is no more powerful way than 'test'. Exams can be a challenge, pressure, hardship, suffering, things we do not like. And if we got through it, not just once but many times we will have these qualities. Different characters with personality and temperament. Personality is our response or so-called ethics that we show when in the midst of the crowd, such as how to dress, shake hands, and walk. Temperament is our nature that is influenced by the genetic code of the parents, grandparents, and great-grandfather and great-grandmother us. While the character is our response when being

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Proceeding of 4th International Conference on Education and Social Sciences 'above' or elevated. Are we desperate, overbearing, or forget yourself. The shape of the response that is what we call character. Character is formed with at least influenced by 5 factors: our basic temperament (dominant, intimate, stable, accurate), beliefs (what we believe, paradigm), education (what we know, our knowledge), motivation to live (what we feel, the spirit of life) and travel (what we have experienced, our past, upbringing and environment). Characters that can bring success is empathy (lover each other like myself), test stand (persevere and take the lessons of life, give thanks in all circumstances, and faith (believing that God is involved in our lives). The three characters will lead one to the path of success . Empathy will produce a good relationship, test stand will bear persistence and quality, the faithful will make all things possible. The character of a nation is an important aspect that affects the social and economic development. High quality character of the community will foster a strong desire to improve the quality of the nation. Character development is best if started at an early age. A phrase that is widely believed to declare if we fail to be good people at an early age, in adulthood we will be troubled person or a bad person. A child is simply a place where a responsible adult can be created. Therefore, prepare the child is a human investment strategy is very appropriate. A famous phrase expresses the children amounted to only about 25% of the total population, but specify 100% of the future. It has been proven that the most effective period to shape the character of the child is before the age of 10 years. It is expected the formation of character in this period will have an impact that will last long against the moral formation of children. Sustained effect (multilier effect) of the formation of a positive character children will be visible. And emotional social skills in childhood will reduce risky behaviors, such as alcohol consumption is one of the major causes of health problems of all time; social and emotional development in children can also improve human health throughout his life, example against pressure reaction (stress), which will have a direct impact on the disease process; emotional and social abilities are high in adults who have the disease can help increase physical development. Recent brain research shows that how children learn to interact with others and how he controls his feelings are strongly influenced by previous experience. Social and emotional and this ability is very important role in determining the success of a child's learning in the future. The fact continues to prove that the school can help make improvements to the failure of the family in developing the character of the child. Many studies have shown that children who had received pre-school education have a higher ability than children who do not go to kindergarten, especially in academic ability, creativity, initiative, motivation, and social skills. Whether for the mother must learn pedagogy and child psychology formally? A mother who never studied formally educate and psychology can be an educator, mentor and nanny successful. Many officials and renowned scholars turns his parents (his mother) only educated (formal) low. Indeed, moral values and manners which is the main foundation of good behavior can be owned by any person of exemplary parents and community leaders who idolized. The second, with the understanding and practice of the teachings of the religious affiliation someone believed to be immoral and criminal behavior, and negative foreign cultures. Moral values, religion and morality are given early will firmly embedded into the belief / faith that makes a person not easily tempted negative actions that are not in accordance with the cultural values and religion. Key to success in one's mother to educate their children is not on the level of education or knowledge but lies in a consistent concern in teaching good things (ma'ruf) and prevent / prohibit misconduct (unjust) to their children. Some women are very important roles in the formation of national character is. Firstly, Optimizing the Roleas Wife and Mother. To build a generation who are aware and ready to run social function, the mother has a very important role in the family because the mother has more time to interact with each member of the family. With her motherly instincts, psychological closeness with mother has her children and other family members. In a household, the mother has a role, among others, as: (1) wife to the husband; (2) a mother to her children, and (3) Housewife. Secondly, The role as a wife to husband in Relation to the State Security. The success of a husband in his career (rank and position) is supported by a lot of motivation, love and prayers of a wife. Therefore, in its role as a wife, a lot of what should be done to the husband, including:(1) The various flavors of ups and downs as well as understand the call of duty, function and position of the husband, for example: the harsh nature of leadership, in combat operations required to death maintain terrain / nation and the state, and others.(2) Positioned as a wife and mother, friend and lover for her husband. The husband was a man who once upon a time need to be pampered, need attention / affection. Need shelter and reported on the difficulties / problems they experienced.(c) Being a friend of discussion while providing support motivation, encouragement and prayers for her husband when faced with a tough task of the state. In a conjugal relationship, necessary harmony in terms of: (1) belief, religion and make it as a guide to live in a family; (2) personality: Having a mature personality is characterized by responsibility, independent, confident, and others; Having a positive self-image, characterized by positive thinking, open, tolerant, not easy to be suspicious, and others; Lifestyle (appearance, financial management, how to set up

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Social Conservation based on Nation Character Building the house, and others); For the continuity of family life, the necessary support as follows: Love is accompanied by a desire to make each other happy; Faithfulness in any circumstances; Be open and trusting; Provide motivation at work; Do not require anything beyond the limits of the ability of the husband. When the wife's role as intended can run, will affect the husband's temperament and behavior at work, because it would foster a sense of love husband to wife and children. It also will prevent the husband's desire to do negative things such as: corruption, drunkenness, adultery, etc. Instead he will be encouraged to do positive things to build self-image and her career in order to please the family. The role of a mother for her children Children in a family is the mandate and the grace of God, as well as the next generation of conservationists norms prevailing in the family and society. Therefore, the family as the environment is first and foremost for children should be able to become the foundation stone in the formation of good character as the basis of personality development of children who will shape the character of the nation in the future. Various developed life skills in children from an early age in a family environment in an atmosphere of affection. Modeling in an atmosphere of harmonious relationships and effective communication between family members is fundamental for the development of the child's personality. Dorothy Rich, suggests a variety of skills that must be owned by a child. He called it a mega skills (mega skills), namely: 5 (1) Confidence; (2) Motivation is accompanied by a strong desire; (3) Power struggle is accompanied by hard work; (4) Responsibility; (5) Toughness; (6) Concern; (7) Team work; (8) Positive thinking; and (9) Problem solving. A mother is required to have the knowledge and skills and the ability to make the children have Mega Skills. This can be achieved by providing training and tasks in accordance with the child's ability in line with the development of age. The role of a mother for her children 1. Fostering family welfare as a means to instill values of religion, ethics and morality and noble values of the nation, so has personal integrity and a strong ethos of self-reliance. 2. Taking into account the needs of children (attention / attention, affection, acceptance/ acceptance,treatment/care, and others) 3. Be wise with creating and maintaining happiness, peace and prosperity in the family qualified and understanding of the potential and limitations of the child. 4. Implement the role of the companion of children, both in learning, play and hang out, and enforce discipline in the home, foster compliance and adherence to the rules of the family. 5. Pour affection but not indulge, implement strict conditions and firm but not not believe or curb family members. 6. Serve as a friend to his children, so as to help find a way out of the difficulties experienced by children. 7. To motivate and encourage children to achieve high performance high. All was done with sincerity, patience and consistent with sheer commitment to the success and happiness of children. The age of the child in a family is very varied. Each stage of development of the individual has its own characteristics and thus require parenting and different patterns of learners. Therefore, needed a deep understanding of the characteristics of the child, both physically and psychologically. Which will be discussed more in depth in this paper is how the characteristics and patterns of approach to children who are in their teens, because adolescence is a critical period. When the child managed to get through adolescence with good, he will be a good adult anyway, but if failed to pass the time, she will have some problems later on. Adolescence is a period of transition and continuation of childhood into adulthood. As a process of transition, adolescence is marked by various changes in aspects: physical, psychomotor, language, cognitive, social, moral, religious, personality and emotion. For boys, adolescence is the preparation of a boy into a man, and the daughter of a girl into a woman. The changes that occurred during this period so rapidly, giving rise to shocks, both for the teens themselves as well as to the environment. If development was likened to the ocean waves, then adolescence is an ocean with high waves. A so-called full-time problems.Adolescence is characterized by three main features: (1) The primary characteristic form of the maturation of primary sexual characteristics in the form of menstruation for women and the first release of sperm in men. Primary sexual organs are functioning for reproduction; (2) Secondary Feature: enlargement of breasts, widening hips, skin becomes smoother (female); change voice and muscles (male), the growth of feathers, weight gain, and others; (3) tertiary Feature: changes in emotions, attitudes, the way the mind, philosophy of life, habits, interests and others. Departing from these common traits, then adolescence is characterized by the following characteristics: (1) Increased intensity of emotion-onal with respect to the developm-ment of physical and mental; (2) Changes in the maturity of the sexual organs make teenagers become less sure of him; (3) Physical changes, interests and social roles make teenagers to afford creative ways of dealing with the problem; and (4) Changes in value due to changes in lifestyle and behavior.

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Proceeding of 4th International Conference on Education and Social Sciences The changes that occur in adolescence often cause psychological problems in adolescents such as stress, depression, low self-esteem, and confused in positioning itself as well as nervous in doing something. In facing adolescents, psychologically there are things that can be used as a starting base that is: try to understand the feelings and situations teens and understand your feelings. For this a few things to note are: (1) Need to learn about their experiences in the past (such as development, acceptance of himself, treatment of childhood that he experienced, his satisfaction, etc.); (2) Need to know impulses (motives) that cause them to do something (for example, the need to be loved, wanted to emulate, want attention, want to be loved and others); (3) Be honest and open up to them and do not pretend; (4) Living with them and not to their lives; (5) Provide opportunities for them to express their opinions freely, understanding, and attention in a dialogic communication. Based on the results of the study, children and adolescents in trouble (involved in a fight / brawl, promiscuity, rape, drugs, alcohol, etc.) In general are children who are not raised in a family environment that is not conducive to apply the pattern formation. A broken home and frequent squabbles / quarrel caused the children are not at home at home, being a wild child and seek compensation affection outside the home. 9 children as it will tend to be very susceptible to doing negative things. They will easily be used as pawns actors anarchy, sabotage, riots and rebellion. Children and teens are spoiled and too restrained generation will grow up to be less confident, whiny, and do not survive in the face of problems, slow to mature, easily persuaded and deceived and are less able to respect other people and the lack of social awareness. Children who grew up in a family that is too free, will grow into a generation that is less responsible, permissive, wild, I arbitrarily, indifferent and do not have etiquette / manners. Generation (young) negative as mentioned above is now increasingly growing. The generation that not only do not / lack of social concern but a concern for the future itself, generation shortcut you want to obtain something without hard labor, begging generation. Generation as it tends to be a robot that is competed. They can not be expected to have awareness to defend the country and love of the homeland. Generation as it is believed to be very low to get a touch of affection and caring mother and do not get the guidance and adequate family care. The role of a Housewife A father always said to be the head of the family who became Head of Household is a wife. In his role as head of the household contained management functions / management. The main role is to manage and plan for the needs of the household, simple life, not stingy and future oriented.From the above role, which should be managed is of goods, people and money. In the management of the goods covered in it care of the house (whether done alone or by the maid), circulation of goods, fulfillment based on priorities, and others. In the management of people, covered in it division of duties, obligations, rights and responsibilities of each member of the family. In the management of money contained herein is based on the use of priority needs, financial resources and family as the estuary of use. In order for the mother's role is more focused and efficient it is necessary to increase the knowledge and skills including knowledge / insight on the situation and the local environmental conditions, national and international. in order to improve the implementation of the role. If the roles were given to a mother / wife run as possible it will provide support to each member of the family to be able to actualize themselves optimally. Instead the issue will arise when three roles above does not run properly even might disturb the tranquility of each member of the family especially annoying husband / husband task load and eventually will become a mental load / stress. Problems that might arise as a result of the above conditions can be conflict and may even be stressful. Conflict can be interpreted a conflicting situation experienced by a person because of the same impulses that occur in robust good in him and with something outside himself. Conflicts can occur because individuals are not able to make the right choices make a decision. Conflicts can occur: Intra-personal, the conflict within the individual himself. For example: choosing a school, choose a job, choose the goods, positions that do not match their interests and abilities, and others. Inter-personal, that conflicts with others. For example: a willingness disagreement between husband and wife to a situation, competition / unfair competition with peers, conflict between mother and child, and others. Source of conflict in the family, among others: (1) Immaturity in personality; (2) The difference in attitude and outlook (philosophy of life and beliefs); (3) Finance; (4) There is no understanding; (5) Differences of religion; (6) Deviation / sexual abuses (sexual dissatisfaction, fear of pregnancy, sexual disorders, impotence, homosexual, sadistic, and others). Many impacts of family conflict, among others: (1) The members of the family to grow and unhappy; (2) Children are not happy at home; (3) Loss of idol; (4) Loss of confidence; (5) Developing aggression and hostility; (6) Low self; (7) Not having ideals; (8) Isolating ourselves; and (9) Not indifferent. Efforts should be made of a women in tackling the conflict: (1) Increase faith and piety, convinced that everything comes from God; (2) Understand yourself and the environment;

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Social Conservation based on Nation Character Building (3) Making the right decisions based on the various considerations; (4) Control yourself with a mature attitude; (5) Personal social skills by having a robust private accompanied with good social interaction; (6) Creating a conducive environment (quiet, peaceful and fair). If the conflict experienced by individuals not immediately be overcome, then the individual will experience a disappointment each other very deep and will eventually undergo a psychological stress called stress. Stress can be defined as a state under pressure both from within and outside himself. Everyone has the potential to experience stress because basically everyone is always faced with new challenges all the time. 10 But to watch is how the impact of stress on ourselves both physically and psychologically.By the time an individual experiences stress, there are to deal with a healthy way of thinking so that he remains happy with the stress and realize that it is something that must be passed is not avoided. But those that are not able to deal with it, resulting in interference. Stress is not always a negative impact, but sometimes it can be a boost when faced correctly. Things that can be a cause of stress, among others: 5 (1) frustration or disappointment that is the situation that occurred because of the failure of individuals to achieve its objectives; (2) conflict or disagreement; (3) Pressure is something urgent situation the individual to do something; (4) The changes that occur in the lives of individuals; and (5) Errors in thinking, (for example: felt himself most unfortunate, the most fabulous, feel others hate, and others). Some stress reactions arising from: (1) physical reactions, such as: blood pressure, digestive, respiratory, neurological and allergic certain; (2) emotional reactions, such as: anxiety, fear, anger without an obvious cause, guilt, depression, a sense of isolation, and low self-esteem; (3) The form of the behavior of self-defense, such as: projection, compensation, rationalization, fantasy, helpless anxiety, repression, and (4) Type of change in ways of thinking, such as: lack of confidence, very cautious and others. Efforts to do to cope with stress, among others: (1) Minimize and control the sources of stress; (2) Neutralize the impact caused by stress; (3) Increase personal endurance; (4) Strengthen yourself with the skills themselves, sports, religious, time management, etc. Good Family Education Underlying Behavior Good citizen, Love Homeland Defense and State Aware. Good family education is education for children organized by the grounding potential (aptitude and interest) and the limitations of the child according to the rules of child psychology / psychology developm-ment as well as the child's needs for attention and affection. For failure by education as it is implemented, there needs to be some prerequisites, such as the presence of: - Harmony / peace in the family, Adequacy of the necessities of life (basic needs), Understanding of the wife / mother of the rules of science to educate children, and Concern mother to equip children with attitudes, morals, values and behavior. Whether for the mother must learn pedagogy and child psychology formally? A mother who never studied formally educate and psychology can be an educator, mentor and nanny successful. Many officials and renowned scholars turns his parents (his mother) only educated (formal) low. Indeed, moral values and manners which is the main foundation of good behavior can be owned by any person of exemplary parents and community leaders who idolized. The second, with the understanding and practice of the teachings of the religious affiliation / membentangi someone believed to be immoral and criminal behavior, and negative foreign cultures. Moral values, religion and morality are given early will firmly embedded into the belief / faith that makes a person not easily tempted negative actions that are not in accordance with the cultural values and religion. Key to success in one's mother to educate their children is not on the level of education or knowledge but lies in a consistent concern in teaching good things (ma'ruf) and prevent / prohibit misconduct (unjust) to their children. The era of globalization which coincided with the liberalization by no loosening of education / family care at home because the mother was too busy working, gathering, watching soap operas on TV and infotainment. As a result, attention to children so neglected. The majority of parents (mother) thought to give some money and facilities / toys already have enough to give attention to the child. Though they need is a touch of affection and attention in the form of direct communication intensive. Children / adolescents need guidance that guides their behavior and can distinguish between what is allowed and what is not allowed, where the good and the bad. Pre teens as age adults need education / teaching about the rights and obligations as a child. They also need to be taught about responsibility, therefore the child to be given the task in accordance with the age and maturity level of ability.It may be also due to the wrong problem child custody. Example; children who are too spoiled can lead to her lack of confidence, and maudlin. Children who are too restrained (overprotected), causing him to act wild, wild and out of control when away from home. Conversely, children who are always released, he will also indifferent (permissive) about what is happening around him, he will be difficult to distinguish something right than wrong, and what a sense of responsibility. When the negative symptoms of children and adolescents is increasing is extremely worrisome, since almost no significant effort to overcome them. Supposedly the problems of children and adolescents

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Proceeding of 4th International Conference on Education and Social Sciences it be our common concern, the government and all the components of society, especially housewives. There should be an awareness efforts to revitalize the role of mothers in education, counseling and family care (children), because the mother who has the softness and most widely associated with the child. Based on this research, it turns out most famous and successful in their career is that in childhood many get outpouring of attention and affection from family, especially her mother. With its proximity to a mother and child, the mother will know exactly the strengths and weakness so that a mother's children will be able to direct the education of children next to the appropriate department and or jobs that match their talents and interest. A child / teenager who since childhood moral education, religion, manners and general well-balanced knowledge and skills according to their talents and interests, personality tends to be a good, useful for others, ready to serve for the country and defend the country. For the love of homeland, nation and defend the state is part of the faith and liabilities (right or wrong is my country). Generation as that is what is needed to build "Rising Indonesia 'ready to face the pressure of globalization, particularly economic liberalization and westernism (cultural threat). Likewise, the threats and internal challenges, such as unemployment, weakening competitiveness, drug and alcohol problems, etc. in the midst of society. These problems may be overcome only by unity, determination and hard work synergistically in an atmosphere that is fair, safe and peaceful under the leadership of people who are honest, brave and clean. Under society increasingly weak purchasing power and feel their aspirations are not accommodated by their representatives in Parliament / Council have made them feel loss of life, social care and indifference and mental pressure / stress. Expect awareness to defend the country and love of the homeland of the people they are degraded as it was only a dream. Conditions that warrant concern and immediate attention because the accumulation people who experience prolonged stress will give birth to a mass depression very easily ignited to perform anarchy and social unrest. Leaving the problem of poor people suffering from stress / depression is tantamount to maintaining a "time bomb". Some of the ways that can be used as guidelines in the mother revitalization movement in education and childcare are as follows: Holds communication (direct and indirect) every day with children, please leave a comment (praise and censure) to things that kids do; Responsive to question the child in a state no matter how busy; Take the time to tell it / storytelling for children with educational or heroic stories are sourced from within the country. In this case also the story of a puppet; Holds assistance when children watch TV, especially for infants and children limit the chance of watching TV; Provide toys that induce the intelligence, skill and creativity of children; Feed them children books quality reading / educational value and point the children to love reading; Embed democratic life, togetherness and mutual respect with fellow members of the family and the immediate environment as early as possible. Assign tasks/work in accordance with the child's ability, it is important in order to instill independence. Every now and take the kids to orphanages or nursing homes in order to foster a sense of gratitude for the child, and Trips to historic sites, beaches, mountains, places of interest to broaden their horizons and foster pride and love for their homeland. As living beings, each member of the family at any time will always move or behave (either visible or non-visible) to achieve a particular goal or just make ends meet. Sometimes goals or needs are achieved, but maybe not, or sometimes visible behavior is in harmony with the invisible, sometimes not. In these circumstances, it is not impossible will cause problems / conflicts and will lead to mental load / stress. Certainly needed understanding and proper guidance to help them. Family Education Revitalization The era of globalization which coincided with the liberalization by no nolooseness education/family care at home because the mother too busy work, gathering, watching soap operas on TV and infotainment. As a result, attention to children so neglected. The majority of parents (mother) thought to give some money and facilities / toys already have enough to give attention to the child. Though they need is a touch of affection and attention in the form of direct communication intensive. Children / adolescents need guidance that guides their behavior and can distinguish between what is allowed and what is not allowed, where the good and the bad. Pre teens as age adults need education / teaching about the rights and obligations as a child. They also need to be taught about responsibility, therefore the child to be given the task in accordance with the age and maturity level ofability. It may be problematic alsodueone foster child. Example: children who are too spoiled canlead to he lacks confidence. Children who are too restrained (overprotected), causing him to act wild, wanton and out of control when away from home. Conversely, children who are always released, he will also indifferent (permissive) about anything happens around him, he will be difficult to distinguish something right than wrong, and what a sense of responsibility.When the negative symptoms of children and adolescents is increasing is extremely worrisome, since almost no significant effort to overcome them. Supposedly the problems of children and adolescents it be our common concern, the government and all the components of society, especially the housewife. There

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Social Conservation based on Nation Character Building needs to be an effort to revitalize the role mothe in awareness education, counseling and family care (children), because the mother who has the softness and most widely associated with child.Based research, it turns out most of the well-known and successful in their career is that in childhood many get outpouring of attention and affection from family, especially her mother. With its proximity to a mother and child, the mother will know exactly the strengths and weakness so that a mother's children will be able to direct the education of children next to the appropriate department or appropriate work with talents and interests of children.A child / teenager who since childhood moral education, religion, manners and general wellbalanced knowledge and skills according to their talents and interests, personality tends become a good man, useful for others, ready to serve for the country and defend the country. For the love of homeland, nation and defend the state is part of the faith and liabilities (right or wrong is my country). Generation as that is what is needed to build "Rising Indonesia 'ready to face the pressures of globalization, economic and westernismespecially liberalism (cultural threat). Likewise, the threats and internal challenges, such as unemployment, weakening competitiveness, drug and alcohol problems, and others in the middle-of people. These problems may be overcome only together, determination and hard work synergistically in atmosphere fair, safe and peaceful under the leadership of those who are honest, brave and clean. Some of the ways that can be used as guidelines in the family revitalization movement in education and child care related to the development of the nation's character is as follows: Women as mothers can hold communication (direct and indirect) every day with children, please leave a comment (praise and censure) to things that kids do; Responsive to questions in a state child no matter how busy, take the time to tell it / storytelling for children with educational or heroic stories are sourced from within the country; Conducting assistance when children watch TV, especially for infants and children limit the chance of watching TV; Provide toys that stimulate the intellect, skills andcreativity children; Buy children's books quality reading / educational value and directed children to love reading; Instilling democratic life, togetherness and mutual respect with fellow members of the family and the immediate environment as early as possible. A mother can give a task / job fit with child ability, it is important in order to instill independence; Occasionally invites children to orphanages or nursing home for increase gratitude for the child, and Traveled to the historic sites, beaches, mountains, places of interest to broaden and grow the pride and love for their homeland. Of various descriptions above, it can be concluded that the role of women, both as a mother in the family as well as educators, are vital to the development and establishment of national character. The character development is indispensable nation of Indonesia, especially in times moral crisis experienced this nation.

CONCLUSION Children are the hope of the nation, the driving wheel of life nations and candidate state in the future. Of course all parents interested or anybody will keep the great expectations to child for more advanced than their parents or predecessors. A nation will be developed in the future when the manager of the nation on the day can prepare resources directed at the pattern and the vision of a better life than before. It must be acknowledged that the spotlight on the independence of this nation is becoming more prominent. Most of the spotlight can be answered with phenomena globalization. A condition which would not want or like it or not, we have to provide opportunities and equal access to all parties, including foreigners, to get involved in a variety of regional nationa or arena in various fields, the following consequences. Faced with these conditions, then we must improve the competitiveness of the nation, for in broad sense, which not only increase the physical capacity, but also the capacity of the nation's moral character. The build of this nation can be done by the government through the internalization of the character in educational institutions or level since early childhood by applying nine pillars in the model SBB and kindergarten. Character development is inseparable from the role of a mother as a woman, both in its position in the family as well as educators. If women sincerelydohousehold chores, then family morals and character by itself will more easily develop. For the most noble education for children is nothing but stems from the mother. Then the children directly to education and love of a mother, more secure depraved. Children are finally more controllable and socialize in the middle communityassociation. They are not easily entangled in so many deviations from the behavior of chaos and bids a new value for the denial of social norms, especially moral and religious ethics. This is where the importance of an awareness to become a mother. Being a mother involves understanding and awareness of the new must-have for every woman. Besides the risk of severity of childbirth, motherhood means having full awareness to equip themselves in order to educate their children. Tasks to be a mother in this sense, requires adequate and intellectuality spiritual weight. The mother is the first teacher of her children is so important and fundamental. Consideringeduca-

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Proceeding of 4th International Conference on Education and Social Sciences tion, guidance and early child care by the mother at home in providing foundation, lifestyle and behavior of children in the future, should the education, guidance and care of children at home to the attention of the mother.

REFERENCES Agoes, Y.A. (l993). ―Meningkat-kan Hubungan Remaja dengan Orang Tua‖ Mengenal dan Memahami Masalah Remaja. Jakarta : Pustaka Antara Begner, J.J. (l979). Parent Child Relations. Mc Milan Publishing : Co. Inc New York Daradjat, Z. (l994). Remaja Harapan dan Tantangan.Jakarta : Rineka Cipta Daniel Goleman, (1995), Emotional Intellegence. Jakarta: Gramedia Pustaka. Hurlock, E.B. (l973). Adolescence Development. Fourth Edition. New Delhi : Mc Graw Hill ------- (l978a). Child Growth and Development. Fifth Edition. New Delhi : Mc Graw Hill Inc Lerner, L.M. and Hultsch, D.F. (l983). Human Development : A Life-Span Development Perspective. Mc Graw Hill Inc. Mappiare, A. (l982), Psikologi Perkembangan. Surabaya : Usaha Nasional Monks, F.J. et.al. (l994). Psikologi Perkembangan. Alih Bahasa : Siti Rahayu Haditono. Yogyakarta : Gajah Mada University Press Natawidjaja, R. (l978), Penyuluhan di Sekolah. Bandung : Firma Hasman Nashih, A.U. (l998). Pedoman Pendidikan Anak dalam Islam. Solo : Pustaka Amanah Perez, J.F. (l979). Family Counseling. Van Nostrand Reinhold. New York : Company Santrock, J.W. (2000), Life-Span Development : Perkembangan Masa Hidup. Alih Bahasa : Juda Damanik dan Achmad Chusairi. Jakarta : Erlangga Surya, M. (l990). Pengantar Psikologi Perkembangan. Publikasi Jurusan PPB FIP IKIP Bandung. Surya, M. (l997). Bimbingan untuk Mempersiapkan Generasi Muda Memasuki Abad-21 (Pendekatan PsikoPedagogis). Pidato Pengukuhan Guru Besar FIP. Jurusan PPB IKIP Bandung Wirawan, W.S. (l986). Peranan Orang Tua dalam Pendidikan Seks. Jakarta : Rajawali Pers

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Social Conservation based on Nation Character Building

ROLE OF SOCIAL SCIENCE EDUCATION AND SOCIAL ENVIRONMENT IN NATIONAL CHARACTER BUILDING IN INDONESIA Elly Kismini Department of Sociology and Anthropology Faculty of Social Sciences, Semarang State University ABSTRACT Education for human life is an absolute requirement that must be met throughout his life. With education, it is impossible that a group of people can thrive in line with the aspirations (ideals) for advancement, prosperity and happiness according to the concept of their worldview. Social Science Education in Indonesia has started to be formulated since 1975 and experienced improvements until 2013 Curriculum. Social Science Education is aimed at learning social life based on basic study material of geography, economics, sociology, anthropology, governance, and history, with the aim of making students as good citizen. Humans study behavior from other people and their social environment. Almost everything that is done, even what people think and feel is always concerned with others. In character building, the Indonesian nation needs to pay attention to the condition of a growing cultural values in society. A cultural value that needs to be owned by more and more Indonesian from all level of society is a futureoriented cultural value. Social Science Education that is taught in school and social environments that make up the individual person of Indonesian society plays a great role in building the character of the Indonesian nation Keywords: social education, social studies, character education

INTRODUCTION Social science education in Indonesia has started formulated since 1975 and experienced improvements to the social studies curriculum of 2013. The purpose of education in Indonesia is to develop students into good citizens, who have the knowledge, skills, and social concern useful for him as well for the community and the state. The social environment is a form of collective life that is created to achieve the requirements and goals. The social environment is one of the determining factors in the socialization of individuals. Through the process of socialization, individuals learn to know and understand the behavior of what to do, and also the behavior of what should not be done in the community. Indonesia is a nation great and pural, with a diversity of ethnic groups, cultures and religions that have different characteristics with other nations. Social Science Education provided in schools, as well as the social environment in which people live very role in the development of national character Indonnesia, where the character development of Indonesia it is necessary attention to the four pillars of life of the nation, including: Pancasila, the 1945 Constitution, the Republic of Indonesia (NKRI ), and Unity in Diversity.

THE NATURE AND PURPOSE OF SOCIAL SCIENCE EDUCATION Social sciences education , which is taught in schools in Indonesia in principle identical with social studies (social studies) are taught in schools abroad, especially in the United States, but its content (content) according to the conditions of Indonesia (Wahyu. , 1990). Definition Social science education more detailed and extensive are subjects that contains history, economics, political science, sociology, anthropology, psychology, geography and philosophy were selected for the purpose of teaching in schools and colleges. The social studies comprised of Reviews those aspects of history, economic, political science, sociology, anthropology, psychology, geography, and philosophyy the which in practice are selected for purposed in schools and colleges (Barr, Bart and Shermis, 1977: 2 in Pramono 2013: 11) Almost similar to the above definition, in 1993, the National Council for the Social Studies (NCSS) issued a formal definition that brings social studies as an integrated assessment and includes a wider science. NCSS social studies as follows.Social studies is the integrated study of the science and humanities to promote civic competence. Whitin the school program, social studies Provides coordinated, systematic study drawing upon Reviews such disciplines as anthropology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as NAMAs content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make-informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

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Meanwhile, in Indonesia, Social science education has started formulated since 1975 and experienced improvements to the curriculum of Education 2013 social science education directed at learning about social life based on basic study material geography, economics, sociology, anthropology, governance, and history, with the aim of making the learner as a good citizen. Conceptually, the purpose of social studies education should be viewed from a variety of terms used in his home country. There are at least two (2) terms are adapted and translated as social sciences education , namely social studies and citizenship education or civic education. Social Science Education is considered as an adaptation of social studies, the purpose of education is to examine the Social Science Education social issues in general, the problems of human life in particular that learners have knowledge of logical, complete and objective supported by information and facts are correct and in the end were able to take the right decisions in addressing social problems and problems of human life. is seen as citizenship education or civic education, the purpose of education is to form pesetas social science education students to become citizens and good citizens, so that they can participate actively and effectively in a democratic society life. This view is in line with the thinking of Plato in Ancient Greece, where the state of Athens to realize a safe and peaceful, then every citizen of Athens must learning to become good citizens. Plato is very relevant to the conditions of life in the United States as a secular state, where the government does not intervene in the affairs of religion and religious life of its citizens. Therefore, the formation of attitudes and personality US citizens through civic educationMeanwhile, civic education in Indonesia is carried out through the Pancasila and Citizenship Education (Civics) and common moral education through Religious Education or other relevant subjects. This means that the Social science education can be placed education as a social studies or civic education as in the United States. Therefore, the purpose of Social science education can be adjusted to the development, the demands and needs of the people of Indonesia (Promono, 2013: 17-18). Social Science Education purposes in Indonesia can not be separated from the national education goals. National education goals formulated as follows: shaping human development, air-Pancasila and to establish a healthy human body and rokhaninya, have the knowledge and skills, to develop creativity and responsibility, can nourish democracy attitude and sobriety, may develop with high intelligence and noble character, loves people, and loves his fellow man accordance with the provisions mentioned in 1945.

In line with the objectives of national education, Social science education is intended to foster students become good citizens, who have the knowledge, skills, and social concerns that are useful for themselves and for the community and the state. While Hamalik formulate educational objectives education. Social science education oriented behavior of students, namely: (1) knowledge and understanding, (2) attitude to life learning, (3) social values and attitudes, (4) skills (Hamalik, 2008: 40- 41).

ROLE OF SOCIAL SCIENCE EDUCATIONAL AND SOCIAL ENVIRONMENT Education for human life is an absolute requirement that must be met throughout his life. With no education at all impossible a group of people can thrive in line with the aspirations (ideals) for advanced, prosperous and happy according to the concept of their worldview. Social science education as a field of study in the school curriculum began to be taught in Indonesia since 1975 in kurikulum elementary, junior high and high school using integreted approach (integrated), although there are differences in the level of integration between the three levels of education. In the curriculum in 1986 and 1994, the term Social science education is used to name the social subjects in elementary and junior high , while for high school / high school social science education term no longer used to name the eyes social groups, as has been organized separately. Education regarding the development and behavior change on someone. Education related to the transmission of knowledge, attitudes, beliefs, skills and other aspects of behavior to future generations. Education is always directed to the development of the values of human life. In the development of this value, the implied understanding human benefit to be achieved in his life. So that it wants to develop a what can be used from the direction of the development itself. Human behavior is almost entirely intrinsically social nature, which is studied in interaction with other humans. Almost everything that is learned is the result of one's relationship with others in the home, school, games, jobs and so forth. Study materials or content of education is determined by one's group or community. (Nasution, 200 310) Similarly, groups or communities ensure its survival through education. In order for the community to continue its existence, then the younger members of the community should

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Social Conservation based on Nation Character Building be forwarded values of knowledge, skills and other forms of behavior that are expected to be held by each member. Each community to continue its culture with a few changes to the younger generation through education., Through social interaction. Thus, education can be defined as the process of socialization. In this sense education begins with the first individual interaction with other community members, for example, the first time the baby accustomed to drink according to a specific time. In this definition is not held the differences between parents and children, between teachers and students. The emphasis was on the close relationship between the individual and society. Learning is a continuous socialization. Each individual can be a student and a teacher. Individuals learn from their social environment and also teach and influence others. Human development is influenced by various factors, namely biological factors, natural environment, and socio-cultural environment, If prioritizing one aspect will provide a less precise. Personality can not be separated from the biological aspects of functioning, such as the hand with the thumb that can be reconciled with the other fingers, hearing mechanism ,, sight, and so on. The behavior is only possible in a living organism. The existence of the organization for sensing and nervous system is a prerequisite for learning by capturing, processing stimuli from the outside and kept them. Natural environment such as climate and other geographical factors provide a place and materials necessary for life, such as oxygen, materials for the production of food, rain, sun and so on. Similarly, the existence of tools, transportation, housing, clothing and so on may only exist because of the natural give (Gunawan, 2000: 46). Natural environment stimulates certain forms of behavior, such as the sea to catch fish, sail, trade, pasture for livestock and so on. Although the development of science and technology people can escape the influence of the environment close. The third factor in human development is a socio-cultural environment. Everyone living in groups and are interconnected through symbols, especially the language. Humans study the behavior of other people and their social environment. Almost everything he does, even what he thinks and feels always concerned with others. A child who is educated beyond the din of human society, such as children raised ditenga -tengah wolf in the forest will not show the behavior of ordinary people can not even walk or eat like a human. Language, food habits, clothing, confidence, role in the group and so dipejari of social lingjkungan culture. Because this environment is different, then there is also a difference in the pattern of human behavior. Socio-cultural environment contains two elements, namely: (a) the interaction between the social elements of human and (b) the cultural elements that form the same behavior found among groups of people. This culture is accepted within the group and include language, values, customs and norms of behavior. Each individual must learn from the experience in the social environment, by mastering a number of skills that are useful to respond to their needs. Thus in a society that has developed many habits and patterns of behavior learned society through education, such as language, science, arts and culture, social values, and so on. So connotation yng education intended as a formal education in schools, and educated people are those who have been in school. School as an educational institution was instrumental in the process of socialization of individuals to become members of the community for the community mermakna arrives. Through education forming one's personality, and social development is influenced by the attitudes of individuals in it. So education and society must develop reciprocal, rhythm and integrated

DEVELOPMENT OF INDONESIAN NATIONAL CHARACTER The characters are the values of human behavior related the Almighty God, ourselves, our fellow human beings, the environment and nationality embodied in mind, attitudes, feelings, words and actions based on the norms, religion, laws, manners, culture and customs. As noted by Sigmund Freud (in Syarifudin and Karim, 2008: 48) that: character is striving system with underly behavior. The character is a collection of values embodied in a system of thought underlying thrust, attitudes and behaviors that can be displayed steady. Mochtar Lubis (in Marzali, 2007: 122-123) said that, there are 6 basic characteristics plus some other common characteristics of the Indonesian nation. The characteristics of the first principal of the Indonesian people are hipokritis or hypocritical. Indonesia's human likes to pretend, the other in the face, the other in the back. This is due to the hard pressure of the feudal system of government. People are forced to hide what actually feels and thinks, because of fear of punishment from the feudalistic ruling. People are forced to be "original father happy" to always get an abundance of blessings from the authorities. Indonesian people are good at hiding things stored in the actual liver, and even real conviction. People learn to say "no" in a way that is tortuous, covered and given a variety of masks, no longer recognizable meaning. Similarly, disapproval, or criticize and denounce the attitude, everything was covered,

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Proceeding of 4th International Conference on Education and Social Sciences expressed in another way The characteristics of the second subject of the Indonesian people are "shy and reluctant to be responsible for his actions, decision, behavior, thoughts and so on". People tend to take off on others, if mistakes and failures. Scapegoat discharge these responsibilities usually are subordinate, or those who are younger, or minorities. Because subordinates, young people and minorities also do not want to blame, the result is going on throwing responsibility. The characteristics of the third subject is the spirit manifested in the behavior of feudalism feudalism. This behavior can be seen for example in a state ceremony, the bureaucracy employment relationship, in the appointment of his wife and children in a variety of positions of high officials of state. The procedure feudalism formerly practiced within the palace of the kings, is now growing in the government bureaucracy. As a result, the relationship between the rulers and the people increasingly distant premises, and correction from bottom to top and from top to bottom should not walk. The characteristics of the fourth Indonesian man is to believe in superstition. Indonesian Human believe that rocks, mountains, beaches, rivers dagger, gamelan and so have supernatural powers, because it must be worshiped and given offerings. Indonesian Man samapai now, despite being highly educated, still believe in amulets and jampe-jampe. Indonesian Man believed to symbol and slogan created by itself The characteristics of the fifth is artistic. Since the first artistic creations Indonesian artist has filled the museum-museeum famous in Europe. And characteristicsThe sixth major Indonesian man is a weak character. Indonesian Human less powerful defend his beliefs. Easy to change his beliefs for the sake of personal safety. Factors causing weakness of this belief is feudalism. In particular the principle of "home father happy" Besides the six basic characteristics of the above, there were some characteristics of Indonesia that are negative are: (1) not saving, (2) do not like to work hard, unless forced, (3) become civil servants are the main dream, especially the place that "wet", 4) grumbling behind, did not dare openly, (5) jealous and envious of others who are richer, (6) indifference to the fate of others. While there are some positive traits of the people of Indonesia, among others: (1) the intimacy of human relationships, (2) the love of a mother-father-child anaknuya, (3) soft-hearted and like charity, (4) has a sense of humor pretty good, (5) can quickly learn and (6) patient. In the development of the character of the Indonesian nation needs to pay attention to the condition of a growing cultural values in society. As noted by Koentjoroningrat (2002: 34) that: A cultural values that need to be owned by more and more people from all walks of life Indonesia is a value-oriented culture of the future. Another cultural values need is the desire to explore the cultural value of the natural environment and the forces of nature. A nation that is about to intensify efforts for the construction of many of its citizens should strive to better assess the high orientation to the future, and thus are saving to be more careful in the future taking into account of his life, much higher desire assess exploration transform and enhance the capacity to innovate, more high value orientation toward achievement of the work, and finally high rate mentality trying on his own abilities, believe in yourself, pure disciplined and brave responsible themselves. In the development of Indonesian society requires prsoses that can be implemented by means of education, not only formal education in schools, but instead mainly with education and care in the household. Changing habits and ways of education and upbringing in a household that can be grown and developed awareness for quality, work and work, a true sense of discipline and sense of responsibility as many children in Indonesia (Keontjoroningrat, 1999: 392). There are various factors that can influence the character development of Indonesia, one of which is a factor of diversity (pluralism) contained in the Indonesian nation. As noted by Koentjoroningrat (1999: 382) that factors multicolored nation, is a trait of the Indonesian people who often proud, otherwise these properties also has aspects that make this development more difficult because conditions and relations between ethnic groups there in Indonesian society has not been as bad as in some other countries in a pluralistic society, but the latent potential for conflict because of problems and tensions between ethnic groups can not be ignored, because one day it will explode if there is a trigger. Lichona (1992) says that there are ten signs of human behavior that indicates the direction of the destruction of a nation, namely: (1) increase in violence among adolescents, (2) the dishonesty that is entrenched, (3) increasing disrespect to parents, teachers and the figure of the leader, (4) the influence of peers against violence, (5) increased suspicion and hatred, (6) the use of bad language, (7) peenurunan work ethic, (8) a declining sense of responsibility of individuals and citizens, (9 ) increasing self-destructive behavior and (10) the blurring of the guidelines. In building the character of a nation can not be left out the role of the characters that make up the private education of individuals sustu nation. In order to further strengthen character education in the educational unit has identified eighteen value that comes from religion, Pancasila, culture and national education goals, namely: relegius, honesty, tolerance, discipline, hard work, creative, democratic, curiosity, passion nationality , love of country, re-

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Social Conservation based on Nation Character Building spect for the achievements, friends / communicative, love peace, love reading, environmental care, social care and responsibility (Kemendiknass, 2011: 8)

THE IMPORTANCE OF SOCIAL STUDIES EDUCATION AND SOCIAL ENVIRONMENT FOR THE DEVELOPMENT OF INDONESIA Social science education is the object of study in the community is seen as a human unity and cohesiveness. Through togetherness assessment directed at the structure, process and social meaning, either in the past or present, in which to learn the values, goals of individuals, groups and social classes. Pramono (2013: 36) says that the orientation of social studies education is the basic values of the reference and the grip of life. For the social science education must be able to develop a learning attitude and personality of the learner. The social environment is created life forms together to achieve shared goals and needs (Salam, 1997: 113). The social environment is one of the determining factors in the socialization of individuals. Through the process of socialization, individuals learn to know and understand the behavior of what to do, and also the behavior of what should not be done in the community in certain circumstances and specific situation. With the socialization of individuals will determine the role of each in society, therefore individuals will behave in accordance with the prevailing social role in society, as to which is expected by the social norms that exist, then the individual would be able to coordinate and customize the behavior of each during the interaction. In the Indonesian national character development it is necessary attention to the four pillars of life of the nation, including: Pancasila, the 1945 Constitution, the Republic of Indonesia (NKRI), and Unity in Diversity To be completely functional in building the character of the Indonesian nation, in accordance with the ideals Founding and ideals - ideals contained in the Proclamation of August 17, 1945 and the Preamble to the Constitution of 1945, the founder of Indonesia mencita ideal that Indonesia was established, created to protect all the people of Indonesia and the country of Indonesia, and to promote the welfare of general, intellectual life, and participate in the establishment of world order based on lasting peace and social justice. Serves to deliver the education, forward or transmit culture, including the values of the ancestors to the younger generation, in this case the school helped educate young people to live and adapt to rapid change due to changes in the development of science and technology. The values will be transformed includes nilia-religious values, cultural values, the value of knowledge and technology as well as the value of skills. The values are to be transformed in order to maintain, develop even if I have to change the culture of the communities. So here the education will take place in the life (Salam, 1997: 10). Social science education as one of the subjects were given in schools in Indonesia and the social environment in which the individuals concerned were very role in the formation of the individual personality of the Indonesian nation, which in turn will affect the character of the Indonesian nation building process. In the development of the Indonesian nation, one thing to note is the character development of the nation where the national character building is a great idea that was initiated by the founder of the nation, because the nation of Indonesia as a big goose made up of various ethnic groups, languages and religions, so that the Indonesian people need similar view on the character as a nation. This is very important because it concerns the common understanding, views, and steps for the welfare and prosperity of the people of Indonesia.

CONCLUSION Social science education and social environment very role in national character building, where social science education as one of the subjects given school social studies education aimed at fostering students become good citizens, who have the knowledge, skills, and social concern useful for him as well as for society and the state., while the social environment is a form of collective life that is created to achieve the requirements and goals. In the development of the character of the Indonesian nation, both educational and social environment Social science education has a role equally important. Since the development of the character of the Indonesian nation is the responsibility of the entire nation of Indonesia from various aspects.

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Proceeding of 4th International Conference on Education and Social Sciences REFERENCES Gunawan,Ari.2003. Sosiologi Pendidikan. Jakarta: PT Rineka Cipta Hamalik Oemar. 1992 Strategi Belajar Mengajar Bandung: Sinar Baru Kemdiknas.2011.Panduan Pelaksanaan Pendidikan Karakter. Jakarta Koentjoroningrat. 2002.Kebudayaan, Mentalitas dan Kebudayaan. Jakarta: PT Gramedia Pustaka Utama Lichona,Thomas1992. Educating for Character Mendidik untuk membentuk Karakter. Jakarta: Bumi Aksara Marzali Amri. 2007. Antropologi &pembangunan Indonesia.Jakarta; Kencana Prenada Media Group Nasution. 2003. Sosiologi Pendidikan. Jakarta: PT Bumi Aksara Pramono, Suwito Eko. 2013. Hakekat Pendidkan Ilmu Pengetahuan Sosial. Semarang:Widya Karya Salam, Burhanuddin. 1997. Pengantar Pedagogik Dasar Dasar Ilmu Mendidik. Jakarta:Rineka Cipta Syarifudin, Fendiyani & Mulyawan Karim,2008 Refleksi Karakter Bangsa Kerjasama Kementrian Pemuda dan Olahraga Republik Indonesia. Penerbit: Forum Kajian Antropologi Indonesia Wahyu. 1990. Pengantar Imu Sosial. Banjarmasin: Lambung Mangkurat Universitas Press

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THE READINESS OF THE COMMUNITY IN FACING DISASTER LANDSLIDES IN GUNUNGPATI SEMARANG CITY ` Erni Suharini Department of Geography, Faculty of Social Sciences, Semarang State University ABSTRACT In 2013 in Semarang Gunungpati Trangkil Sejahtera, landslides have occurred resulting in 32 heads of household had to be relocated to Flat Kaligawe. The purpose of this study was (1) Determine the level of education of the population Housing Trangkil. (2) Knowing community preparedness in the face of landslides Trangkil Housing residents. (3) Knowing the relationship between level of education and disaster preparedness landslides Trangkil Housing residents. The population was Trangkil Housing society Semarang, the sample is affected families landslides in 2014, variable in this study is the level of education and disaster preparedness. Data collected by interviews and questionnaires, while the method of data analysis using descriptive analysis and correlation analysis technique. The results showed that the level of public education Trangkil Housing indicates moderate criteria. Disaster preparedness landslides indicate conscious criteria, early warning measures in the high category, evacuation and rescue in the high category, first aid measures in the high category, and logistics readiness in a higher category. Based on this study it can be concluded that the level of public education housing Trangkil moderate. Kesapsiagaan Trangkil housing community in a very idle condition. This study showed no significant relationship between level of education and disaster preparedness landslides. Keywords: Disaster, landslides

INTRODUCTION The readiness of the community is a very important activity in an effort to anticipate and to respond to problems that occur in the society itself and in the neighborhood through an appropriate organizing efficient and effective. Community preparedness actions affect the level of risk posed by various problems that exist, such as in disaster. The level of risk posed a disaster other than specified by the potential for disaster is also determined by the efforts of community preparedness for disasters. Efforts to improve disaster preparedness and other measures, is strongly influenced by the social characteristics of the community. Social characteristics that influence is a social institution, social stratification, and knowledge / indigenous peoples. All socio-cultural characteristics may be owned by the community and can be used as capital for the community to prepare for a disaster, disaster risk reduction and can affect the actions taken by the public on before, during and after a disaster (Jurenzy, 2011: 3). One of the need for disaster preparedness efforts are landslides. Landslides occur because of natural processes in the changing structure of the earth, namely the stability of soil disturbance or rock slope constituent. Disturbance of slope stability is influenced by geomorphological conditions, especially the factors of slope, rock or soil conditions making up the slope, and hydrology or water system on the slopes. Despite the landslide is a natural physical symptoms, but some of the results of uncontrolled human activities in exploiting nature can also be a factor that can lead to slope instability occurrence of landslides, ie when human activity is influenced by natural conditions mentioned above. Semarang is located in the region north of Mount Ungaran. Diverse topography of the area is flat, sloping, sloping, undulating, hilly. Rocks that exist in the city of Semarang diverse marine layer, sedimentary rock formations resin, volcanic breccia sedimentary rocks, volcanic lava deposition Mount Ungaran Ungaran middle and old volcanic rocks (Van Bamelen, 1941). While the geomorphology 20.5% of the city of Semarang is located on sloping conditions to steep (Kurniawan, 2009: 45). With regard to the geological and geomorphological conditions, Semarang have exposure to landslides. In his research, Kurniawan also reveal that 26% of the area of Semarang is the potential for landslides, where most of the avalanche-prone locations (16%), currently used as residential. At the beginning of the year 2013 in the Housing Welfare Trangkil Gunungpati Semarang, landslides have occurred resulting in 32 heads of household had to be relocated to Flat Kaligawe. Kejadan landslides also have an impact on communities around the site, because they live in areas prone to landslides, for that determine the level of disaster preparedness landslides needs to be done to minimize the likelihood of casualties and material. The phenomenon of landslides in the district, especially in the housing Gunungpati Trangkil Prosperous provide its own understanding of the community. By seeing and hearing the catastrophe phenome-

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Proceeding of 4th International Conference on Education and Social Sciences non will shape the public perception of the disaster itself. Low level of public awareness of the importance of maintaining a disaster-prone environment is characterized by the people who will care if the landslide had occurred. One effort that should be done by the community in minimizing the level of risk of landslides is prepared to understand and implement an action against the coming disaster preparedness landslides that action is more complex society. Many systems and measures employed in the disaster preparedness efforts against landslides. These systems form identification system resources are available, early warning, rescue action, public education cadre efforts related to disaster preparedness issues, coordinate with relevant agencies and many more. Community involvement is very important because people are the most vulnerable to disasters. The vulnerability can be caused by several things such as lack of knowledge of the importance of disaster management, poverty, and vulnerability that such a policy is no fixed procedure clear about disaster prevention in disaster prone areas. RESEARCH METHODS This research is quantitative research with Trangkil Housing location, District Gunungpati Semarang. Object of this study is that people in the study area are aware of landslides and readiness to act in the face of a landslide. The type of data in this study can be divided into two, namely 1) the primary data in the form of knowing the physical condition of the test site and community preparedness in the face of landslides; 2) secondary data supporting data in the study. The population was Trangkil Housing society Semarang, the sample is affected families landslides in 2014. The variables in this study is the level of education and disaster preparedness. Data collected by interviews and questionnaires, while the method of data analysis using descriptive analysis and correlation analysis technique. RESEARCH RESULT Urban village located in the district Sukorejo Gunungpati Semarang. Astronomically Sukorejo village located at 701'40 "- 702'20" latitude and 110 023'15 "- 110023'55" BT. In the geographical distance to the capital district village Sukorejo Gunungpati within + 7 km and + 10 km from the capital of Semarang. Kelurahan Sukorejo based topography of the plains hills hilly with heights reaching + 225 meters above sea level with an average temperature of + 240C - 260C. The average rainfall ranges between + 2000-3000 mm / year (Monograph Village Sukorejo 2014). The Village Sukorejo topography of coastal lowland forest with rugged relief is hilly. Land of clay that is unstable even frequent landslides when the rainy season comes. While the existing land use in the Village Sukorejo used by local people for yard / building, residential and moor. Table 1. Land use in the Village Sukorejo 2014 Land

Ground field

Dry Soil

Land Use technical Sawah Sawah technical half Simple and non-PU Rainfed Rice Soil other Sawah Which while not sought Settlement / yard around the building meadow meadow moor embankment Which while not in use/other TOTAL

Area (Ha) 0 0 0 0 0 0 180,37 0 40,31 0 65,60 1,78 288,06

Source: Gunungpati Regency Statistic, 2014 Based on Table 1 it can be seen that the use of land in the Village Sukorejo form of dry land that used population for residential areas / buildings is an area of 180.37 hectares, 40.31 hectares fields, dry land while not in use 65.60 hectares of rice land while not found in this village. Housing Welfare Trangkil located in the hills, especially on the slopes. These conditions allow the occurrence of landslides. Residential land use Trangkil Sejahtera used as residential and moor. Based on the results of the Village Sukorejo monograph data on the level of formal education made by the people in the village Trangkil Housing Sukorejo Gunungpati District of Semarang City can be seen that the public has a relatively low level of education (for an overview, village Sukorejo). Based on the re-

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Social Conservation based on Nation Character Building sults of research in Trangkil Housing Welfare, it is known that the head of the family who had completed primary school and or not taking as many as 5 people, people who are now studying SMP amounted to 7 people, are high school amounted to 4 people, the college by 1 person. Table 2. Frequency About Education Level Population Total Score 6,6-8,0 5,1-6,5 3,6-5,0 2,0-3,5

Criteria very High high moderate low Total

Frequence

Persentage

1 4 7 5

5,88 23,53 41,18 29,41

17

100,00

Source: Primary Field, 2014 Based on research to residents of the Village Sukorejo Trangkil housing through formal education made by the people can be seen that the housing Trangkil have medium education is 41.18%. Through Table 15 it can be seen that the level of formal education pursued by the community indicate that the educational level of the respondents have not completed elementary or 5 people (29.41%), junior high school graduation 9 people (41.18%), graduated from high school 14 people (23.53 %), and graduated PT 5 people (1%). Table 3. Frequency of Disaster Preparedness Total Score 117-144 90-116 63-89 36-62

Criteria very High high moderate low Total

Frequence 6 10 1 0 17

Persentage 35,29 58,82 5,88 0 100,00

Based on Table 3 regarding disaster preparedness behaviors performed by Trangkil housing residents can be seen that the population has been prepared to deal with disasters. This can be evidenced from the results of calculations show numbers (58.82%) in disaster preparedness criteria. Preparedness behavior in this study focused on the behavior of Trangkil housing residents in early warning, evacuation and rescue, first aid, and logistics readiness. To determine the relationship between level of education and disaster preparedness Trangkil housing can be obtained through the calculation of Product Moment Correlation. Based on calculations using product moment correlation statistic, obtained rxy result of 0.273, while the r table with N = 17 at the 95% significance level of 0.482. Because the value of r xy 0.6 – 0.75 Total

Cassava 4.925 5.5875 2.1875 12.7 (57.49%)

Peanut 4.055 2.705 1.225 7.985 (36.15%)

Corn 0.545 0.235 0.075 0.855 (3.87%)

Kencur 0.25 0.2 0.1 0.55 (2.49%)

∑ The area of land 9.775 8.7275 3.5875 22.09 (100%)

Source: Primary Data Analysis, 2014 The selection of planting patterns and crop types is by considering differences in forest canopy density stands. Murniyanto research results, et al. (2011) the amount of light passes in November and December between 4.47% - 14.85% of the light open. Utilization of plant between on the one hand advantageous, but on the other hand cause problems. That both aspects can be achieved then the choice of plants and spacing of the aspects of forest management (Huxley, 1999 in Murniyanto, et al., 2011) were used as the PHBM area. This program provides an opportunity to pesanggem to plant crops and crop the trade. CBFM program is successful in synergizing between economic and ecological functions function, a better condition than the one at the previous decade (Banowati, 2011). Intensive strengthening of stakesholders effort is succesful, the pattern of land use control and cultivated plant varieties done by the pesanggem showed wisdom in preserving nature. On the macro scale in line with Ahmed and Khan (1993), the tendency for a harmonious relationship between the conservation of biodiversity (species, vegetation properties) with the physical condition of slope steepness. Terracing to control the water supply to the plants and slowen the erosion, the direction of the contour terraces forming 135 o angle to the direction of the river is a technical thought awakened from knowledge gained in interacting with nature.

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Proceeding of 4th International Conference on Education and Social Sciences Traditional Wisdom In response to CBFM CBFM program beginning in 2001 after the issuance of Surat Keputusan Dewan Pengawas Perum Perhutani No. 136 / KPTS / DIR / 2001. The purpose of this program is to restore forest functions and usages as the impact of forest damaged by the mass looting (illegal logging) occurred around 1998 - 2001. Wisdom contributions of the people in the slope of Muria in relation to the implementation of PHBM can be seen from pesanggem participation in non-land-based activities and land-based activities. Non-land-based activities, starting with the introduction of programs and a variety of information related to the rights and duties of the pesanggem resulted in the form of Forest Village Community Organization (FVCO) called Jati Makmur. Based on the results obtained from the interwiew some information was gathered that the willingness of thepesanggem to follow the program due to limited ownership of agricultural land, and their knowledge about forest soil fertility. Land-based activities are arround on share-land use under the loggs or in the areas after the cutting as an area of palawija crops. Activities adapted to local forest conditions during the implementation of CBFM program, namely nursery forest plantation , and planting , maintenance, and harvesting them. Nurseries, the kind of wood is teak that had been provided by Perhutani. Seeding is done in the nursery on the plot of land 115 as large as 0.5 acres. The nursery location is about 10 m from the river so you can easily get the water for watering during germination. Breeding activities carried out by following thean order as follows. 1. Tripe land/forest, done by clearing the weeds growing in the nursery area. 2. Make beds and beds weaning sow, sow the beds are 5 x 1 meter used for sowing seed or teak seed (jangleng). While weaning beds is 5 x 1.5 meters and is used to put a seed that has grown into a polybag with diameter of 10 cm, so that the weaning beds can accommodate around 7000-15000 bags. 3. Weeding, done by taking the form of grass weeds and moss in a polybag and outside polybag. 4. Stitching, is replacing seedlings in polybags are less healthy and die with seed from sowing beds. 5. Ngocori (watering) given once a day, and even then if necessary. This is caused by the placement of the beds had calculated lighting and nursery and weaning time leading up to and at the end of the rainy season. 6. Fertilization, conducted to provide nutrients for growing stem and leaf-healthy. 7. Selection of seeds, namely the selection of seeds to be planted in forest plots. Planting teak stands, performed on the logged land, planting stages in general follow the usual pattern of the forest patch, which is as follows. 1. Tripe planting line, tripe track basically already done the first time when pesanggem requires vacant forest land as intercropping area. Based on the experience and knowledge of the forest land is fertile because it contains high nutrient leaf litter decomposition. This local knowledge verifiable by measuring the physical conditions (soil) are correct. Their skill in cultivating the land or land clearing for agriculture is strongly supported by its genre of de vie. 2. Acir installation, function as guide line, at the time of planting is used to adjust the spacing of. Acir is made of bamboo that is stuck on land, painted white on top. After the acir is planted used as a pointer to make it easier to control the young plant by the foreman, that white is use for that to be easily visible. In this activity the pesanggem do as the direction suggested by the Field Supervisor and plant foreman. 3. Making cemplongan. Cemplongan is planting hole made and prepared before planting, the goal is to sterilize land of harmful bacteria and fungi to remove soil acidity. In this activity even the pesanggem can run this program well because they are highly experienced in providing the planting hole. 4. Planting, it is basically a reforestation, planting is done at the beginning of the rainy season, with the aim that young plants do not need watering. Based on what the pesanggem said justified by the plant foreman at the beginning of the rainy season rainfall is not great and the rain was not every day, this season is effectively used to produce crops with a high survival rate. Cropping systems in CBFM program is agroforestry, for that spacing dealed by is of 2 m x 1 m in a row. The goal is to give space to pesanggem to cultivate crops, if forest stands have been tall, types of crops are selected with those which grow well under the shade, Perhutani called it land use under the stands. And the caring for those stands, left to the pesanggem as a form of responsibility. Time spent on this activity is along with the time pesanggem spent in treating their agricultural crops. Food Fulfillment Realization From Land's share Traditional wisdom in compliance with food, among others, came from the forest as a natural resource that produces a variety of foods that can be collected (gathering) with no effort to cultivate. Aspects of food availability (Raharto, 2010) measured from the ratio between the normative food consumption with the availability of food produced by a local (rice equivalent). The ratio between the normative food

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Social Conservation based on Nation Character Building consumption with the availability of a measure of the proportion of the availability of which is used for consumption. Farmers cultivating peanut are 56, acreage for this crop of 7.985 hectares with a quantity of one crop products around 3422.4 kg, with a total sales value of Rp. 46.2024 million per year (equivalent to 5133.6 kg rice). Other food crops are cassava cultivated by 67 people pesanggem within 11 to 12 months with the total area of 12.7 hectares with a total production of approximately 457.2 kw or worth of Rp. 26,517,600.00. When synchronized with rice calculation results are obtained 2946.4 kg or 245.5 kg of rice per month per 67 people pesanggem or mean 3.66 kg / month / pesanggem. Table 2. Food availability of Household Pesanggem of Semirejo Village Food Sources Cassava Peanut Kencur Corn Total

Rice Equivalent (Kg) Per Year Per Mont 2946,4 245,53 5133,6 427,8 1039 86,583 3825 318,75 17392,4 1449,363

Per Day 8,184 (67*) 14,26 (56*) 2,886 (11*) 10,625 (67*) 48,3114

Source: Primary Data Analysis, 2014-2015 Number pesanggem who undertake agricultural crops

*)

In 2014 the price of corn is relatively good, even increasing. This condition is the same as the earlier years. This plant is cultivated as a barrier crop (fence). The result is quite of good quality, not exposed to the caterpillar pests that usually attack the cob. They cultivate 2 knob corn type the most part of the crops (90 percent) are used for food supplements, and the good knobs saved for the next planting season. On average each harvest is 5380 kg or 10 760 kg in a year, the price for a kilogram is Rp. 3200.00. Results of corn crop is equivalentto 3825 kg of rice (Banowati, 2011; Banowati, et al., 2015). In addition to food crops, pesanggem also cultivates kencur, production in 2014 was abundant , this is due to the influence of land-rich organic material. Pesanggem cultivated kencur were 11, using an area of 0.55 hectares. These plants are grown with the pattern of mono crop, harvested after 11 months. Products in 2014 reached 4,675 kg, but this condition affect the fall in prices in the range of Rp. 2,000/ kg, equivalent to 1039 kg of rice. Banowati‘s research (2011) kencur price reached Rp. 8,500/ Kg or equivalent of 1.15 Kg rice. The decreased prize made the pesanggem denied to continue cultivating kencur, the reason was that kencur can not be consumed as a daily food. The proportion of food availability obtained by the pesanggem from CBFM area was 48311 grams of rice/ day or average earnings for each pesanggem was 721.1 grams per day. If every pesanggem family has 4 members including himself, it was needed normative food consumption of 1200 grams, or less than 478.9 grams per pesanggem family or less than 119.725 grams for each per day. Cumulativly, food insecurity was 3.59 kg./ per person/ month. Products of cropping polyculture pattern contributed 60.1% in the daily needs compliance. In fact there are some contributions that can not be synchronized with rice they are wood fuel, and fodder grass. Astana‘s research (2012) in three regencies showed that the monthly fuel wood consumption of rural households ranged between 165-256 kg or an average of 200 kg.

CONCLUSION Food compliance is a must, it is used to anticipate further famine and more complex disasters. On a broader scale, farmer communities as community food producers, having on his shoulders responsibility for food security. They remain in the position of peasant, the fulfillment of food needs metamorphosis from peasent into farmer through re-policy of CBFM in integrated farming on the slopes of Muria.

ACKNOWLEDGEMENT This article was written based on the results of the National Strategic Research Grant funded by the Higher Education Litabmas. Expression of gratitude I would like to thank: Director DP2M Higher Education, Rector Unnes Prof. Dr. Fathur Rokman, M. Hum., Chairman LP2M, and Dean of the FIS and its staff who have given me the opportunity to study. Thank you, I thank Ir. Imam Fuji Raharjo, MP Bureau Chief SDH Perhutani Unit I Central Java, and the village pesanggem Semirejo who has been working to respond to this study.

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Proceeding of 4th International Conference on Education and Social Sciences REFERENCES Ariningsih, Ening and Rahman, Handewi. 2008. Improvement Strategy Household Food Security Food insecurity. Article Journal of Agricultural Policy Analysis, Vol. 6 No. 3. The Agency for Agricultural Research and Development, Ministry of Agriculture. Astana, Satria. 2012. Firewood Consumption of Rural Households and Factors Affecting Banjarnegara In Central Java, Sukabumi, West Java and Banten Lebak. Articles, Social and Economic Research Journal of Forestry Vol.9 No.4. Central Research Institute for Climate Change and Forestry Policy. Banowati, Eva. 2011. Development of Community-Based Forest Resources in Forest Area Muria-Pati regency, Central Java. Dissertation. Faculty of Geography UGM, Yogyakarta. Banowati, Eva; Rini Dyah; Sunyoto. 2015. Development of Land Utilization Model Under Standing (PLDT) For Poverty Alleviation and Food Security Realization in Pati Regency. Research Stragnas. Unnes, Semarang. Javed Ahmed and Husaain Wali Khan. 1993. Conservation Biodiversery's Rural Development in the Aga Khan Rural Support Programme. Joseph, J., 1995. Combining Development With Biodersity Conservation Objectives In the Realm of Indochina Matsumoto, David, 2000. Culture and Psychology. Belmont: Wadewort. Mitchell, B., 1997. Resource and Environmental Management, Issue Indonesia: Natural Resources and Environment TH.2000. Yogyakarta: Gadjah Mada University Press. Murniyanto, Eko; Yogi Sugito; Bambang Guritno; Eko Handayanto, 2011. Potential X.sagittifolium Forest Standing Under teak production: Supporting Food Security. Papers. Semnas teritegrasi Agricultural Reform Towards Food Security. Faculty of Agriculture, University of Trunojoyo October 20, 2011 Raharto, Sugeng. 2010. Mapping of Regional Food Security in East Java. Article. J-SEP Vol 4 No. November 3, 2010. Faculty of Agriculture, University of Jember. Rambo, AT, 1982. Human Ecology Research on Tropical agroecosystem in South East Asia, Journal of Tropical Geography 3: 86-99. Singarimbun, M, and Effendi, S. 1995. Survey Research Methods, second Moulds, Jakarta: LP3ES. Siswanto, Bedjo, 2003. Population Participation in Environmental Management (Case Study in Three Village Hulu Saguling). Dissertation, Graduate Program, Bogor Agricultural University. Sribudiani, Evi, 2005. The level of understanding of forest dwellers in Sungai Apit Against Forest and Forest Management. Journal of Tropical Forest Vol. 1 2, Unila - Bandar Lampung. Yunus, Hadi Sabari, 2005. Geography Approach. Papers. Presented in Studium Generale at the Department of Geography, UNNES.

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Social Conservation based on Nation Character Building

EDUCATION MODEL AND FORMATION OF INDONESIA YOUTH CHARACTER THROUGH SCOUT MOVEMENT Farid Noor Romadlon, Erik Aditia Ismaya Faculty of Education and Teacher Education, University of Muria Kudus ABSTRACT In the 21st century the era of globalization, young people in Indonesia were seized with character crisis which is very alarming. State should be moved to the prevention and treatment of serious, because if left alone, confirmed the fate of the people and the nation of Indonesia in the future will be bleak as a result of the destruction of Indonesian youth character. One of the country's efforts to stem the crisis and deal with the character of Indonesian youth is to steer the youth so active in scouting activities. Scouting is essentially an educational process that is fun for youth, under the responsibility and supervision of adult members, which is held outside the school and the family, the basic principles, methods and goals form the moral education and youth mental Indonesia in order to be good. Shelves as a unit of the Scout Movement enforcement level, has the task and responsibility in an effort to help educate and shape the character of Indonesian youth in their own way. Education efforts and the establishment of Indonesian youth character on any shelves of course referring to the Stock keeping unit, as well as custom shelves that is characteristic and distinguishing each shelves. This paper is the result of research grants funded Beginners Lecturer Research Directorate General of Higher Education in 2015 that revealed models of education and character formation Indonesian youth in three of the seven shelves are studied, namely: SMA 1 Kudus, SMK 1 Kudus dan MAN 2 Kudus. Specifically submitted: education and training models Rover Scout Bantara studied at each base; Characteristics of the education and training process in shaping the character Rover Scout Bantara at each base; Characters who want to set up in a Rover Scout Bantara at each base. Keywords: Model, Education, Character, Scouts

INTRODUCTION Reform era that provides the broadest freedom to express themselves as well as global life phenomenon of the 21st century serving the beauty, convenience, comfort and subsistence almost instantaneous, it affects the condition of the people and the nation of Indonesia. Until now, Indonesia is still experiencing a multidimensional crisis that covers all aspects of social life. Multidimensional crisis is very worrying is the crisis of values, norms, moral and mental in the community and the nation of Indonesia, which have an impact on the process of forming the character of Indonesian youth. The phenomenon of free sex, activity pornography, sexually explicit unruly and threats and pitfalls of drug abuse, Human Trafficking and HIV / AIDS is increasingly worrying, constantly confronted in the life of Indonesian youth. Based on the survey conducted by the Indonesian Child Protection Commission (KPAI) in 2010, in the big cities in Indonesia, such as Jakarta, Surabaya, and Bandung, data showed that as many as 32% of young women aged 14-18 years had sexual intercourse. KPAI findings is consistent with data obtained by the National Population and Family Planning (BKKBN) in the same year, the results are even more staggering. Which, in big cities such as Surabaya, unmarried women have lost virginity at 54%, 47% Bandung and Medan 52%. Even in Ponorogo, random survey conducted KPPA (Office of Women's Empowerment and Child Protection), noted that 80% of adolescent girls in Ponorogo ever having pre-marital sex. That means, 80% of women are not virgins Ponorogo before marriage. The high rate of promiscuity impact on the increasing cases of HIV / AIDS in Indonesia, according to data from the Ministry of Health, from the date of January 1, 1987 to September 30, 2014, as many as 150 296 the number of HIV infections and AIDS cases as much as 55 799 people (spiritia.or.id). The next example is a phenomenon that tends anarchist motorcycle gang. Data Indonesia Police Watch, reveals every year more than 60 Indonesian people died caused by a motorcycle gang (compiled from various sources). Considering the complexity of the problem in the Indonesian youth very severe and alarming, then the state should be moved to the prevention and treatment of serious, because if left alone, confirmed the fate of the people and the nation of Indonesia in the future will be bleak. One way to overcome the problems of Indonesian youth is to join the Scout Movement. Scout Movement is the only legitimate scouting organization and recognized by the state with the enactment of UU No. 12 Tahun 2010 Concerning the Scout Movement as the basis and the legal umbrella of the Scout Movement. Scout Movement as a forum for education and training scouting has the role and purpose in forming the character of Indonesian youth. The role of the Scout Movement in question is provided supplies to

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Proceeding of 4th International Conference on Education and Social Sciences the youth of Indonesia in order to have self-control and life skills to face the challenges and demands for changes in local, national, and global. While the purpose of the Scout Movement in accordance with UU No 12 Tahun 2010 pasal 4 is to establish each scout to have a personality who believe, fear Allah, noble, spirited patriotic, law-abiding, self-discipline, uphold the noble values of the nation, and has a life skills as a cadre of the nation in maintaining and build the Republic of Indonesia, the practice of Pancasila, and preserving the environment. Being a Scout is a choice of a young man in an effort to establish his character as a provision of life. Scouts who have been known for a long time, from the age of Standby, Penggalang, Enforcement and Pandega is a container education and training very fun, exciting, energetic and strong sense of brotherhood. But actually not just happy and excited just put forward in the scouts, but the long process of becoming a scout formation through education and training in order to have good character and can be useful for the family, community, nation and state is a major goal in scouting education. Scouting education levels consisting of Standby, Penggalang, Enforcement and Pandega has the characteristics of different education and training appropriate psychological development of its members. Of the existing level of scouting education, the level of enforcement is a "Kawah Candradhimuka" that are actually for the youth of Indonesia. At the level of enforcement of this, the Indonesian youths were trained and in-learners to deal with real life, life in the community, state and nation. Through a container named shelves, the scouts Enforcement practice and learn to manage a miniature society, so that after the scouts Enforcement graduated from school, they have gained enough knowledge and experience to deal with real life and be able to apply its knowledge and experience to participate build community. In the process of scouting education level of enforcement, then a young man to go through several steps to become a scout enforcement. Stages of scouting education started when a young man becomes guest Guest shelves or Enforcers, then accepted as a candidate Enforcement (Candidate Bantara) and inducted as Enforcers Bantara in a shelves. Supposedly, there is one more stage in the education scout enforcement level, ie Enforcement Lieu. But very rarely encountered in a shelves that members reach Enforcement Management, with large numbers. In the course of education scouting enforcement level, often found that the number of members who reached Enforcement Bantara scout very little compared to when he was a guest Candidate Enforcement and Enforcement. Not known exactly what the reason young people do not continue until the level of enforcement Bantara Departing from the above background, this paper is the result of research grants funded Beginners Lecturer Research Directorate General of Higher Education in 2015 that revealed models of education and character formation Indonesian youth in three of the seven shelves into the sample, namely: SMA 1 Kudus, SMK 1 Kudus, MAN 2 Kudus. Specifically submitted: education and training models Rover Scout Bantara studied at each base; Characteristics of the education and training process in shaping the character Rover Scout Bantara at each base; Characters who want to set up in a Rover Scout Bantara at each base The purpose of research is to find out: The model of education and training Rover Scout at each base Bantara studied; Characters who want to set up in a Rover Scout at each base Bantara studied

THEORETICAL FRAMEWORK The nature of Scouting Scout Movement is an organization formed by a scout for scouting education. Scouting is an Indonesian citizen who is active in scouting education and practice the Dharma Satya Scouts and Scout. Scouting is all aspects related to the scout. Scouting Education is the process of the formation of personality, life skills, and noble character scout through appreciation and practice of the values of scouting (UU No. 12 Tahun 2010 Pasal 1). The scouting movement serves as a container to achieve scout through: education and training scout; development scout; community service and the elderly; and game-oriented education (UU No. 12 Tahun 2010 Pasal 3). Scout movement aims to establish each scout to have a personality who believe, fear Allah, noble, spirited patriotic, law-abiding, self-discipline, uphold the noble values of the nation, and has a life skills as a cadre of the nation in maintaining and developing the Unitary Republic of Indonesia, Pancasila practice, as well as to preserve the environment (UU No. 12 Tahun 2010 Pasal 4). Scouting Education implemented based on the values and skills in order to form the personality and life skills scout. Scouting educational activities carried out on the basis of the scouts honor code. Scouting educational activities intended to improve the spiritual and intellectual abilities, skills, and self-reliant conducted through interactive learning methods and progressive. Interactive learning methods and progressively realized through interaction: the practice of scouts honor code; learning by doing; group activities,

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Social Conservation based on Nation Character Building cooperate, and compete; challenging activities; outdoor activities; the presence of adults who provide encouragement and support; award of marks prowess; and a separate unit between sons and daughters. Application of learning methods adapted to the physical and mental abilities scout. Scouting educational activities carried out by using Among systems. Among the systems that make up the process of scouting education students to be independent spirit, discipline, and self-contained in a reciprocal relationship between humans. Among the system implemented by applying the principles of leadership: in front of a role model; in the middle of building a whim; and on the back of encouraging and motivating independence (UU No. 12 Tahun 2010 Bab III). Stock keeping unit Enforcement Bantara Stock keeping unit (SKU abbreviated) is the proficiency requirements that must be owned by each member of the scout as a prerequisite to obtain Signs General Skills. As for as the Enforcers Bantara, then a young Indonesian man must: (1) Can practice Religious activities (compatible with the religion of each); (2) Dare to express criticism and constructive suggestions with polite and courteous to fellow; (3) can follow the discussion with the good; (4) Can be shared between religious life and tolerance in the service; (5) Following the meeting shelves at least 2 times per month; (6) Faithful pay dues to Gugusdepan, the whole or part of the money earned from the business itself; (7) Faithful pay dues to Gugusdepan, the whole or part of the money earned from the business itself; (8) Can speak Indonesian properly in daily life; (9) It has helped manage activities in shelves; (10) has been actively involved in community service projects at least 2 times; (11) Can display local art in public at least once; (12) Know, Understand and understand the contents of AD & ART Scout Movement; (13) to explain the history of Indonesia and World Scouting; (14) Can use clock, compass, trail signs and other signs of nature in the wanderings; (15) to describe the shape of the Pancasila in daily life; (16) Can acknowledges on ASEAN and UN organizations; (17) can be explained on entrepreneurship; (18) to recycle the unused items into useful goods; (19) Be able to apply his knowledge of rigging and pionering in everyday life; (20) Always exercise, is able to exercise control of freestyle and one (1) sports teams; (21) to explain the physical development of men and women; (22) to lead the marching sangganya, can explain the movement of the line of march to sangganya members consisting of the movement in place; (23) to mention a few infectious diseases, and degenerative diseases caused by unhealthy behaviors; (24) Participate in a camp for 3 days in a row

Definition of Character Character comes from the Greek word meaning "to mark" or mark and focus on how to apply the value of goodness in the form of action or behavior, so that people who are dishonest, cruel, greedy and other bad behavior saying ugly character. Conversely, people whose behavior is in accordance with the moral code called a noble character. Understanding the character according to Pusat Bahasa Depdiknas is "congenital, heart, soul, personality, character, behavior, personality, nature, character, temperament, character". Surya (2005) reveals the character or character is essentially the personality side relating to aspects of the prevailing normative morality. So the quality of a person's character will be seen from the appearance of his personality from the point scales moral norms. A person is said to have a good character quality when viewing behavior in accordance with moral norms applicable. Reading (1986: 52 & 297) states is struktrur basic human character or someone who is different from the others; the character of an individual organization; or socially relevant organization owned by an individual. Baswardono (2010) reveals the character is knowing the right thing to do, and always do the right thing, even when no one is looking at us doing the right thing. Based on expert opinion, it can be drawn the conclusion that the character is meant by basic structure (personal, character, nature) a person who dimaujudkan in behavior or actions (deeds) which is both good and bad. A person of character either act or acts in accordance with applicable norms. A person of good character means knowing the good, love kindness, and to do good. Conversely, a person of character is not good or bad act or do not conform to the norms in force, both social norms and religious norms. Regarding the existing values, contained or attached in character, as defined by the Ministry of National Curriculum Center include: (1) religious, (2) honest, (3) tolerance, (4) discipline, (5) hard work, (6) creative, (7) self, (8) democratic, (9) curiosity, (10) the national spirit, (11) love of the homeland, (12) the achievements, (13) friends / communicative, (14) love peace , (15) likes to read, (16) care about the environment, (17) social care, and (18) responsibility (Pusat Kurikulum. Pengembangan dan Pendidikan Budaya & Karakter Bangsa: Pedoman Sekolah 2009: 9-10). The values inherent in the character of fused and crystallized in a person who berkarakater good. Then the values of the melted crystallized in the form of behavior in daily life that leads to the process and outcome of good deeds.

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Proceeding of 4th International Conference on Education and Social Sciences RESEARCH METHODS This study used a qualitative research method, using a qualitative-descriptive approach. The study is an attempt to illustrate the problem-solving, or describe the state of the subjects in the present study is based on the facts that appear or as it is. This study focused on: a model scout enforcement education and formation, as well as the character of members who want to set up. The main data obtained directly through observation and interviews with informants. Infroman in this study were Drs. Adi Teguh Dwi Novita Mulyani and W, M.Pd. (Pembina Pramuka SMA 1 Kudus), Heru Purwoko, S.Pd and Aryanti Marinda, S.Pd. (Pembina Pramuka MAN 2 Kudus). Secondary data were obtained from UU No. 12 Tahun 2010, AD / ART Scout Movement, Book Stock keeping unit and administrative completeness book shelves. In collecting research data, used several kinds of methods, namely: observation, made by following and observing each routine shelves, a model scout enforcement education and formation as well as the character of members who want to set up. Interview addressed to Drs. Adi Teguh Mulyani and Dwi Novita and W, M.Pd. (Pembina Pramuka SMA 1 Kudus) Firman Fajar Perdhana, S.Si. (Chairman of the Alumni Association Scouts SMA 1 Kudus); Heru Purwoko, S.Pd and Aryanti Marinda, S.Pd. (Pembina Pramuka MAN 2 Kudus); Bicharur Rohman, S. Kom and Hj. Neng Triwuryaningsih, S.Pd. (Pembina Pramuka SMK 1 Kudus); Yusuf Istanto, S.H., M.H. (Chairman of the Alumni Association of the Scout SMK 1 Kudus) to know and understand the educational model and the establishment of enforcement scouts and members of characters who want to set. The data obtained from the study of literature: : prosiding seminar nasional ―merajut generasi emas Indonesia 2045‖; prosiding ―konferensi pendidikan anak usia dini dan pendidikan dasar SPS UPI‖; Berita Online Viva News; Kompasiana.com; Berita Online Detik News/com. Jodhipati-Candrasari shelves and shelves Gajah Mada-Wandan Sari deign to show the documents to be studied Indigenous shelves.

RESULTS AND DISCUSSION The model of education and training in the Rover Scout Base studied Bantara Model of education and training in SMA 1 Kudus Rover Scout Bantara Ambalan Jodhipati-Candrasari an enforcement level education scouting part of the Scout Movement, based in SMA 1 Kudus. In an effort to help educate and print the Indonesian youth, shelves Jodhipati-Candrasari based on the Stock keeping unit as the main requirements that must be mastered every member of the scout enforcement, as well as custom shelves that characterizes the shelves JodhipatiCandrasari with other shelves. Starting in 2011, shelves Jodhipati-Candrasari have educational curriculum scouting the main references in implementing the education and formation of its members and the implementation of the shelves. Education curriculum scouting shelves Jodhipati-Candrasari is the first curriculum in Indonesia owned by an shelves. Based on scouting and custom curriculum-Candrasari Jodhipati shelves, then each member of the shelves Jodhipati-Candrasari is a young Indonesian man who has a good mental and personality. Education curriculum scouting owned Jodhipati-Candrasari shelves, a curriculum developed by the Development Team Jodhipati-Candrasari Alumni Association and the Council of State Audit Agency Ambalan-Jodhipati-Candrasari period August 2010-July 2011 and was approved by the Chief Supervisor Front on 12 January 2010 falsifies legal basis in educating and shaping mental and personality shelves members. Scouting education curriculum are translated through various activities. But of the many activities in the educational curriculum of scouting, then the mental and personality formation activity shelves members are on a major recruitment activities, guest orientation enforcement, gladian, mental stabilization and pengadatan is an activity that was instrumental in the formation of mental activity and personality member Indigenous shelves Jodhipati-Candrasari is Parasuna Wirasakti which means We Bring Attitude Heritage Hero with shelves (SK Indigenous Jo 1995; Indigenous SK Ca 2006). According to Abdul Aziz (alumnus 2005), as the Coordinator of Development Team Alumni Association Jodhipati-Candrasari, Parasuna Wirasakti have deep meaning. Indigenous Parasuna Wirasakti consequence that JodhipatiCandrasari shelves Members must be able to carry and put himself as someone who upholds the values and nature of heroism (Raden Werkudara and Goddess Arimbi) in every step of his life until death fetch. The value and nature embodied in the form of attitudes and behaviors that discipline, bold stand for truth, unyielding, responsible and trustworthy.

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Social Conservation based on Nation Character Building Model of education and training in SMK 1 Kudus Rover Scout Bantara In mid-1982, precisely on May 11, 1982, Gajah Mada-Wandasari shelves officially established and became shelves in SMEA Negeri Kudus (now SMK 1 Kudus). In implementing the education and training of scouting, shelves Gajah Mada-Wandasari guided by Indigenous Stock keeping unit and shelves. Education and training starts from Admissions Candidates Bantara Enforcement (PCPB), regular exercise and Exam SKU implemented in stages according to the candidate's ability Bantara enforcement and work program of the Board shelves. Unlike the shelves Jodhipati-Candrasari having scouting education curriculum as a reference in implementing education and training, based on field data is known that in an effort to educate and train its members, Gajah Mada-Wandansari shelves based education and training activities in accordance Stock keeping unit and custom shelves. Custom compressive point on shelves that are guidelines for members in attitude and behavior everyday. With the appreciation and practice of traditional shelves, then automatically the character of Gajah Mada and Putri Wandansari attached and become a member of the scout character Bantara enforcement Gajah Mada and Wandansari shelves. Education and training models MAN 2 Kudus Rover Scout Bantara Teuku Umar and Dewi Sartika chosen as the name of the Holy shelves in MAN 2. Two national hero figure is expected to be the inspiration for scouts enforcement Bantara MAN 2 Kudus in attitude and behavior everyday. Education and training scouting in shelves Teuku Umar-Dewi Sartika begins with OPP (Orientation Rover Scout), exercise, the work program of the Board shelves, Exam SKU I and II as a requirement that must be taken by the candidate enforcement Enforcement Bantara Bantara to be in accordance with the ability of members. Indigenous shelves made the difference to the educational process and training of enforcement scout in the MAN 2 Kudus. Judging model of education and training of enforcement Bantara scout in the MAN 2 Kudus, then there are similarities between SMK 1 Kudus and MAN 2 Kudus in the model of education and training of members of his scouts. Nationally, a model scout education and training is the same, in this case related to the basic principles, methods of education and general skills requirements that must be controlled by a member of the scout according to their level. However, as the hallmark of a custom shelves, allowed as long as not contrary to Pancasila, UUD 1945 and UU No 12 Tahun 2010 on the Scout Movement in an effort to educate and train members of the shelves. The educational curriculum scouting owned shelves Jodhipati-Candasari nothing but a mandate of UU No. 12 Tahun 2010 pasal 15 which is a software development in educational efforts and the establishment of Indonesian youth karakater conducted Jodhipati-Candrasari shelves. Basically all the shelves are entitled to develop educational curricula in accordance with the requirements scouting scouts at a base in the interests of its members as well as the nation of Indonesia Indonesian youths formed a good character and useful for the community, nation and state of Indonesia. Based on field data, the models of education and formation of character Indonesian youths who performed three shelves that question can be described as follows, -

- Stock keeping unit Indigenous shelves of JOCA, GAMAWARI, KUMARDIKA Curriculum (special shelves JOCA)

Indonesian Youth / Guest Enforcer

DIKTUK Character in shelves

-

Indonesian Youth / Bantara or Management, The Mentality and personality Good

Interests Support parents

Figure 1. Model of education and formation of character Indonesian youths made shelves JodhipatiCandrasari (abstracted researcher) Characters who want to set up in a Rover Scout Bantara The results of the education and training of scouts can be seen from the character of members of shelves that are able to live and practice the custom shelves in everyday life. Based on field data, no other

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Proceeding of 4th International Conference on Education and Social Sciences custom shelves are attached to the character of the Indonesian national hero who made the name of the shelves. Here are presented the results of a study of the characters formed on shelves members. Ambalan Jodhipati-Candrasari SMA 1 Kudus Ambalan Jodhipati-Candrasari is different from the other shelves are using the name of national hero as the name of the shelves. Jodhipati is a royal name Raden Werkudara or Bima. Bima character is what must be understood and practiced every Cub Scout son on shelves Jodhipati enforcement. The character in question is: do not mince words, never ambivalent, never lick her own spit, gallant, courageous, steadfast, strong, steadfast, obedient and honest, and consider everyone equal. Meanwhile, Candrasari is the name of the Dewi Arimbi Kaputren. Dewi Arimbi character is what must be understood and practiced every member of the scout enforcement in shelves Candrasari daughter. The character in question is: has the properties honest, loyal, devoted and very affectionate towards his son (the family). Ambalan Gajah Mada-Wandansari SMK 1 Kudus Inspired by the character Gajah Mada and Putri Wandansari, characters that must be lived and practiced every member of enforcement shelves son Gajah Mada is: Ginong Pratikina, means always doing good and discard imperfect behavior. In character education is called discipline, meaning actions showed orderly behavior and comply with various rules and regulations. Matanggwam, it means to be the people's trust. Always won the trust of the people and behavior never ignore the trust bestowed on him. With the trust he worked for the benefit of the Nation. In the socalled honest character education, meaning that behavior can always be trusted in words, actions, and work. Dhitsaha, meaning always work diligently and earnestly and have courage. In character education called hard work, meaning that the behavior that indicates seriousness in addressing the various barriers to learning, and the completion of the task as well as possible. Meanwhile, Wandansari which is a known as the Princess Royal Singasari personal with character: unyielding, uphold the honor, uphold justice, social care and responsibility. Based on the character Gajah Mada and Putri Wandansari, then made shelves Password Gajah Mada-Wandansari as guidance in life shelves and the character of each member of the scout enforcement. Here Password shelves in question, SANDI AMBALAN GAJAH MADA-WANDANSARI Kehormatan itu suci; Janganlah kau nodai Lebih baik mati suci; Daripada hidup tiada arti Berpegang pada keadilan; Berperang terhadap kenistaan Berdarma untuk sesama; Berbakti untuk negeri Berbuat tanpa harap balas jasa; Berpayung pada sang pencipta Bares mantep wani; Tri darma bakti Ambalan Teuku Umar and Dewi Sartika MAN 2 Kudus Teuku Umar character known as an intelligent young man, brave, hard and unyielding in the face of all the problems into a character that must be lived and practiced by members of enforcement pramukan son in shelves Teuku Umar. Meanwhile, Dewi Sartika is as a national hero who strive to educate children so that she could someday become a good housewife, could stand alone, flexible, and skilled, being a character that must be lived and practiced scouts daughter enforcement in Dewi Sartika shelves. Indonesian youth character formed from the process of education and training scout Bantara enforcement does have a quirk in accordance with custom shelves that serve as guidelines in attitude and behavior for members of the shelves. But if drawn national, nature of education and training of enforcement scout Bantara in shaping the character of its members, then the other is in an effort to educate and form a good Indonesian citizens, ie citizens Pancasilaist. Jodhipati-Candrasari, Gajah Mada-Wandansari and Teuku Umar-Dewi Sartika as part of the Scout Movement appears to spearhead the effort to educate and form a good citizen it in its own way. Character education is being intensively conducted in the country in an effort to equip young people of Indonesia to face the challenges of the global life of the 21st century. In connection with the educational character and values inherent in the individual characters, then 18 character value consisting of: (1) religious, (2) honest, (3) tolerance, (4) discipline, (5) hard work, (6) creative , (7) self, (8) democratic, (9) curiosity, (10) the national spirit, (11) love of the homeland, (12) the achievements, (13) friends / communicative, (14) love peace, (15) likes to read, (16) care about the environment, (17) social care, and (18) the responsibility, essentially in-the-students and in-practice-right by all the shelves were studied. However, each of the shelves have his own way in an effort to instill the values of these characters. With the efforts of ed-

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Social Conservation based on Nation Character Building ucation and formation of character Indonesian youth who conducted the Scout Movement, expected future Indonesian society and nation become better, more quality, more prosperous, more prosperous and more civilized.

CONCLUSION Multidimensional crisis that resulted in the decadence of Indonesian youth mentality and morality should not be ignored and must be done prevention and control. On the basis of experience and the role of the Scout Movement in educating young people in Indonesia, the Scout Movement is an educational center that is most appropriate to address the issue of mentality and moral decadence Indonesian youth. Scout Movement has its own way to participate prepare and print quality Indonesian younger generation, so that the younger generation born Indonesia has a good mental and personality. Look at the role and success of the scout movement in preparing and printing quality Indonesian young generation, it is time for the government and all elements of society who care about the quality of Indonesian youths join hands and give more attention in the form of material and spiritual support to the scout movement that is growing more better and more quality in educating and shaping the young generation of Indonesia, quality, character and competitiveness.

REFERENCES Buku Syarat Kecakapan Umum Tahun 2009. Ini Rentetan Aksi Sadis Geng Motor yang Menelan Korban. Mereka bukan hanya merampok dan menjarah, tapi juga membunuh. Tanggal 16 Mei 2013, 10:23. Berita Online Viva News.com. Diunduh dari http://nasional.news.viva.co.id/news/read/413271-ini-rentetan-aksi-sadis-geng-motor-yang-menelan-korban. pada tanggal 2 November 2013. Ismaya, Erik Aditia. 2012. Mencetak Generasi Emas Yang Bermental dan Berkepribadian Baik Melalui Pendidikan Kepramukaan di Ambalan Jodhipati-Candrasari. Prosiding Seminar Nasional ―Merajut Generasi Emas Indonesia‖, Sabtu 15 September 2012 di Universitas Muria Kudus. Kudus: Badan Penerbit Universitas Muria Kudus. Ismaya, Erik Aditia. 2013. Gerakan Pramuka Sebagai Center Of Youth Leadership Training Dalam Upaya Menyongsong Generasi Emas Indonesia 2045. Prosiding Konferensi Nasional Pendidikan Anak Usia Dini dan Pendidikan Dasar Tahun 2013, dengan Tema ―Implementasi Kurikulum Pendidikan Dasar 2013‖ di Sekolah Pascasarjana Universitas Pendidikan Indonesia Bandung, tanggal 22-23 November 2013, Keputusan Kwartir Nasional Gerakan Pramuka Nomor: 203 Tahun 2009 Tentang Anggaran Rumah Tangga Gerakan Pramuka. Keputusan Presiden Republik Indonesia Nomor 24 Tahun 2009 Tentang Pengesahan Anggaran Dasar Gerakan Pramuka. Kwarnas. 2009. Anggaran Dasar dan Anggaran Rumah Tangga Gerakan Pramuka. Jakarta: Kwarnas Gerakan Pramuka. Milles, M.B. & Huberman, M.A. 1992. Analisis Data Kualitatif. Dalam Terjemaham Rohidi,T.R. Jakarta: Penerbit UI. Moleong, Lexy J. 2002. Metode Penelitian Kualitatif. Bandung: Remaja Rosdakarya. Penderita AIDS di Indonesia 5.686 dan HIV 21.511 Orang. Tanggal 03 April 2013, 12:28 WIB. Berita Online Detik News/com. Diunduh dari http://news.detik.com/surabaya/read/2013/04/03/122846/2210317/466/penderita-aids-di-indonesia-5686dan-hiv-21511-orang. pada tanggal 2 November 2013. Reading, Hugo F. (1986). Kamus Ilmu-ilmu Sosial. Jakarta: Rajawali. Sianturi, Hendry. 2013. Menakar Pentingnya Tes Keparawanan di Indonesia. Artikel dalam Kompasiana Tanggal 14 Juni 2013. Diunduh dari http://sosbud.kompasiana.com/2013/06/14/masih-perawan-mbak-564999.html. pada tanggal 1 November 2013. Tim Pembinaan Ikatan Alumni Jodhipati-Candrasari. 2010. Kurikulum Pendidikan Kepramukaan Ambalan Jodhipati-Candrasari Gugus Depan 01.205-206 Pangkalan SMA 1 Kudus. Kudus: Diterbitkan untuk kalangan terbatas ------- 2010. Kurikulum Pemantapan Mental Ambalan Jodhipati-Candrasari Gugus Depan 01.205-206 Pangkalan SMA 1 Kudus. Kudus: Diterbitkan untuk kalangan terbatas Tim Penyusun. 2008. Kamus Bahasa Indonesia. Jakarta: Pusat Bahasa. Undang-undang Republik Indonesia Nomor 12 Tahun 2010 Tentang Gerakan Pramuka. Diunduh pada tanggal 07 Maret 2011 dari www.pramuka.or.id Undang-undang Republik Indonesia Nomor 40 Tahun 2009 Tentang Kepemudaan

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DELEGATION OF AUTHORITY FROM REGENT TO DISTRICT (STUDY ON ENVIRONMENTAL AUTHORITY IN WEST BANDUNG REGENCY) Fernandes Simangunsong Institut Pemerintahan Dalam Negeri ABSTRACT The empowerment of district administration depends heavily on the authority delegated from regent/mayor to district heads (camat), because the attributive authority of the district heads is uniform throughout a regency/city. Therefore, the degree of authority delegated to district heads become an indicator of how serious the regent/mayor in recognizing the existence of district administration. The district‘s authority as stipulated in the Government Regulation (Peraturan Pemerintah [PP]) No. 19/2008 on District, is a detailed elaboration of Article 126 of Law No. 32/2004 on Regional Administration. The district heads implement administrative authority delegated by the regent/mayor to handle some of regional autonomy affairs in form of 26 mandatory affairs and 8 optional affairs, where one of them that very important and also the world‘s concern is environmental affair. Currently, environmental affairs have been a concern for central and also provincial government, particularly the regency/city, where not every local government agencies (satuan kerja perangkat daerah [SKPD]) existed in regency/city are able to maintain the sustainability, balance, and stability of environment in that region, especially in Bandung Regency in which its local potential is under development towards tourism sector. Here, it is easy to give license for building hotels and playzones that eventually leads to the disruption of ecosystem and land use where it was a water catchment area and conservation forest transformed into service development area. It is therefore inevitably for regent/mayor to implement the DELEGATION OF AUTHORITY to district heads in monitoring the concern of environmental condition on the aspects of licensing, recommendation, coordination, guidance, supervision, fasilitation, establishment, administration, as well as other delegated authorities. Keywords: local government, delegation of authority, public service

INTRODUCTION Public view recognizes that centralized government is less popular because of its incompetence in accurately comprehending local values or sentiments of local aspiration. It is because people would feel more secure and orderly with local government that is closer to them, both pyshically and psychologically (Bonne Rust, 1968). It is assumed that local government that is closer to people and more comprehending to their needs can be achieved only through decentralized government, a government that authorized to autonomically govern their local potentials to meet their own needs. Law No.22/1999 replaced by Law No.32/2004 on Regional Administration has changed the position of district from Administrative Area to working area for local agency. This change of position would influence the functions of service by district administration. District administration as an local agency is delegated with an authority from regent/mayor. Without this delegation of authority, district heads are unable to run their activities legitimately (Wasistion, 2002: 82). According to the characteristics of its works, district administration is more appropriate to be classified as an array of line elements with specific name of elements of regionality line. Its activities and line are operational, ―to do, to act‖ in performing direct service to community. Line elements within district administration organization are the divisions that determine the quality of its front line officers, therefore improvement of quality of human resources at the level of district should be started in these divisions by giving them trainings on technical issues and their service management (Wasistiono, 2002: 36). In general, according to Sadu Wasistiono (2002: 44), the weaknesses of district administration in performing service to community are: (1) Conflict of interests between various relevant elements of government; (2) The lack of resources in district administration agency, so the delegation of authority become less effective without sufficient knowledge and skills; (3) Limited facilities and infrastructures, as these are the media in accelerating the service process; (4) The lack of financial sources, which in this case is one of the necessities for any activities, therefore it is essential for the delegation of authority to be supported by operational funding. Considering the past experience of regional autonomy that emphasize on real and responsible autonomy by which assumed as obligation rather than right, then Law No.22/1999 that was replaced by Law No.32/2004 on Regional Administration has emphasized more on delegation of autonomy authori-

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Social Conservation based on Nation Character Building ty to regency/city based on the principle of decentralization in form of extensive, real, and responsible autonomy. From the theory of Regional Autonomy, Law No.5/1974 uses the fused model (B. C. Smith). Autonomy system of this model combines the implementation of principles of decentralization and deconcentration within an institution. This can be seen from the existence of administrative areas at provincial level which is also an autonomous region level I (uniteritorial and unipersonal). Similarly, there are regencies/cities that is also an autonomous region level II. In contrast, Law No.22/1999 uses the composite model as the integration of split model at regency/city and fused model at province. In this composite model, the role of deconcentration at the level of regency/city and lower is very limited. The principle of deconcentration only applied at provincial level, except on six main authorities from central government. This change obviously influences the position of district administration. In Law No.5/1974, district administration is an government administrative area, while in Law No.22/1999, district administration is ―working area for district heads as the local agency of regency and city‖ (Article 1 clause m Law No.22/1999). According to Law No.32/2004 on Regional Administration, district administration is formed in the area of regency/city through regional regulation referred to government regulation. District administration is headed by a district head that is delegated with some of the authority by regent or mayor to handle some of regional autonomy affairs. In addition, district head is also assigned for general administrative duties. Based on the definition above, it is known that district administration is no longer a government administrative area, therefore district head is no longer the territorial chief with the authority as ―the Ruler‖. According to Law No.22/1999 juncto Law No.32/2004, district administration is merely the working area for district head as the local agency, therefore the position of district head is approximately equal to other local agencies in the district administration such as Head of Branch Office, Head of Regional Technical Implementation Unit (Unit Pelaksana Teknis Daerah [UPTD]). However, district head has the authority to perform general administrative duties, including supervision, coordination, and residual authorities. Furthermore, in Government Regulation No.41/2007, it is not stipulated clearly about the status of district administration organization, wheter it is included in the group of element of staff (regional secretariat), element of line (regional office), or element of regional technical agency (agencies or offices). Based on its characteristics, district adminisration is more appropriate to be classified as an array of line elements, but with specific name of Line Elements of Regionality. This classification is necessary to be distinguished from Technical Line Elements as attached to Regional Office. As the element of regionality line, district administration perform its main duty as the line element, which is ―to do, to act‖, by which district head and its line are operational, performing direct service to community. According to its source, authority can be distinguished into two kinds, attributive and delegated authority. Attributive authority is the authority attributed and given to an institution or an official according to laws and regulations, while delegated authority is the authority derived from delegation of authority from higher institution or official. In Law No.5/1974, district head as territorial chief has attributive authority and also delegated authority. Its attributive authority as the territorial chief is stipulated in Article 80 and 81 Law No.5/1974, whereas its delegative authority derived from higher territorial chief (regent/mayor, head of municipality). In contrast, according to Law No.2/1999, instead of having attributive authority, district head only has delegated authority. This is clearly stated in Article 66 clause (4): ―District head is delegated with some of administrative authority from regent/mayor‖. Without the delegation from regent/mayor, district head is unable to do its activities legitimately. However, in Law No.34/2004, in addition to delegated authority, district head is also given with attributive authority, as stated in Article 126 clause 3, including: 1. coordinating the activities of community empowerment; 2. coordinating the implementation efforts for peace and public order; 3. coordinating the implementation and enforcement of laws and regulations; 4. coordinating the maintenance of facilities and infrastructures for public service; 5. coordinating the implementation of governmental activities at the level of district; 6. establishing the implementation of rural and/or village administration; 7. implementing public services that are within its scope of duty and/or unimplemented at the level of rural or village administration. The basic change of position and authority of district administration on normative aspect is not yet complemented with changes on the level of implementation. Bandung regency administration, in addressing the changes of laws and regulations, has issued some Regional Regulations and Regent Decree about District Administration. The policies stipulated are still unable to completely address the problems in each districts. Problems in districts of Bandung regency administration can be identified as follow:

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Proceeding of 4th International Conference on Education and Social Sciences 1.

2. 3. 4. 5. 6. 7. 8.

Unoptimal delegation of authority from regent to district head. Yet, there isn‘t any further action on this problem by establishing the operational manual and technical manual for each regional technical agency/office, so district heads and their lines are still unable to properly implement the delegated authority; Position, main duties and functions of district administration tend to refer to Law No.5/1974 by which still assuming district administration as an administrative area and district head as the territorial chief; District administration organizations are not varying, therefore they are not responsive in performing services. It happens because the authority given to district heads is still unimplemented; Budgeting for districts are nonvarying and inappropriate with the workloads based on typology aspects; Districts‘ working system are still unable to meet the needs of community due to lack of evaluation of public services to community; The forming of districts are not based on the aspect of delegation of authority, number of population, size of area, and number of rural or village; The lack of perceptual uniformity between regional agencies on the importance of delegation of authority from regent to district heads at Bandung regency; The lack of readiness of Bandung regency administration in preparing its district heads and their lines on the aspect of human resource, both quality and quantity, to receive the delegation of authority from regent.

From the phenomena above, revitalization is currently set out in Bandung regency by stipulating Bandung Regent Decree No.8/2004 on Delegation of some Authority from Regent to District Heads in Bandung Regency, which was stipulated at March 24, 2004. Through Article 3 clause (1) of the Regent Decree, it is stipulated that the scope of administrative authority for district heads consisted of 25 (twenty five) sectors of authority, which subdivided into 8 (eight) kinds of authority consisting of 614 (six hundreds and fourteen) detailed authorities. Within 8 years of implementation of the Regent Decree, there are some weaknesses. From the classification of its divisions, subdivisions, and kinds of authority, for example, it is necessary to adjust as the issuing of Government Regulation No.38/2007 that divide the administration affairs into 2 (two) groups, mandatory affairs and optional affairs, in which there are 26 affairs and 8 affairs for each, consecutively. From these two groups, administration affairs concerning environment and necessary to intensify the comprehension in running the policies of authority implementation are: (1) mandatory affair on ecosystem, (2) mandatory affair on land use, (3) optional affair on forestry, (4) optional affair on energy and mineral resources, (5) optional affair on tourism, (6) optional affair on industry Authority held by regional leader sometimes is managed to maintain natural preserve in its territory. However, due to regional autonomy where each regional should have innovations in managing its resources to improve its local (taxation) income (Pendapatan Asli Daerah [PAD]), regional leaders missuse their authority up to the extent that disrupt the environment. From the phenomena above, envionmental affairs are vital and, therefore, Bandung regency administration need to reestablish and optimize the agencies in its region (districts) to assist the regional leader in supervising matters related to natural preserve through this study entitled ―Delegation of Authority from Regent to District Head (Study on Environmental Authority in Bandung Regency)‖. Based on indication of problems above, then the problem statement as the focus of this study is ―How is the Delegation of Authority from Regent to District Heads, Study on Environmental Authority in Bandung Regency?‖

THEORETICAL FRAMEWORK Addressing authority and its delegation, it is necessary for regional administration, regional parliament, and community to interact, cooperate, and affect each other, to eventually form a system. For realizing the service, it is necessary to have resources – sufficient financial, established organization, skillful (professional and good moral) personnel (human resource), and other resources – to cope with any change and development. In this era of decentralization, regional administration have the sufficient authority, except on these sector: foreign political affairs, defense, justice, monetary and fiscal affairs, religious affairs, and other sectors included in the authority of central government. Those authorities are implemented by five elements of regional administration organization: element of leader (regional leader and regional deputy leader), element of staff (regional secretary), element of lines (regional offices), element of regional technical agency (agencies, offices), and element of regionality (districts and rurals).

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Social Conservation based on Nation Character Building Delegation of authority from regent/mayor to district is seen as a must instead of a need. It is because through this delegation, effectiveness and efficiency in running the administration and also improving the quality of public services in regional can be achieved. In contrast, if the authority is concentrated at the level of regency/city, there are at least two problems. First, regency/city administration tends to have overload of work, and therefore its function of services to public become less effective. On the other side, as the result of too much authority, regency/city administration organization is also designed to accomodate all of the authority and eventually lead to fat institutional format. Second, district administration as local agency of regency/city would rise as a maximalist organisation with minimalist function. District administration only implements routine administrative duties. This indicates the immense redundancy of organization. Delegation of authority from regent/mayor to district heads may utilize two patterns: 1. Pattern I : uniform in every districts; 2. Pattern II : uniform in particular general authorities in addition to specific authorities according to characteristics of the territory and population. As implied in Law No.22/1999 juncto Law No.32/2004, ―diversity in unity‖, and in order to perform excellent public services, theoritically the delegation of authority from regent/mayor to district heads should apply pattern II. This pattern would take the service closer to public through the principle of ―close to customer‖, especially when regional administration is indeed have political desire to prioritize district administration as service center. To do that, it is necessary to classify and select the kinds of service to be delegated to district heads according to typology of each district. Through varying delegation according to objective condition of the district, it is possible to establish advanced strategic actions as follow: 1. reorganizing work system for districts according to the characteristic and typology; 2. estimating the need of minimum budgeting for each district; 3. estimating the need for related facilities and infrastructures; 4. resetting territorial border between districts, if necessary, by using the approach to service, as the replacement of the approach to administrative area; 5. resetting the authorities in sectors of administration that can be delegated to district heads in such a way that will more empower the districts. Government Regulation No.41/2007 on Guideline of Local Agency Organization doesn‘t stipulate the position of district heads explicitly. However, according to the scope of its duty, district administration can be classified as the element of ―regionality line‖, the element of implementation. District head is echelon III/a, while in Government Regulation No.84/2000 district head was official of echelon III/b. Nowadays, district head is placed as local agency with some specific qualifications. According to article 126 clause (4) of Law No.32/2004, it is stipulated that, ―District head as referred to in clause (2) is appointed by regent/mayor upon the recommendation of regional secretary of regency/city from civil servant who acquire technical-administrative knowledge and meet the requirements according to laws and regulations‖. For district heads, acquiring technical-adminitrative knowledge means having educational background in social sciences such as state administrative science, political science, public administration or legal science. This is also reinforced by the issuing of Government Regulation No.19/2008, particularly chapter VI, administering specifically on the qualifications of district head. It is stipulated in Article 24 of the Government Regulation: ―District head is appointed by regent/city upon the recommendation of regional secretary of regency/city from civil servant who acquire technical-administrative knowledge and meet the requirements according to laws and regulations‖. Further, in Article 25 of the Government Regulation, it is stipulated that technical-administrative knowledge comprise of: (1) holding the title of bachelor or diploma on public administration; and (2) once assigned to any rural, village, or district for at least 2 (two) years. Requirements above are explained further in article 26 clause (1) of the Government Regulation stipulating that: ―Civil servant being appointed as district head, yet unqualified, is obliged to attend technical-administrative educational training and verified by a certificate‖. According to the characteristics of its works, district administration is more appropriate to be classified as an array of line elements with specific name of elements of regionality line. Its activities and line are operational, ―to do, to act‖ in performing direct service to community. Line elements within district administration organization are the divisions that determine the quality of its front line officers, therefore improvement of quality of human resources at the level of district should be started in these divisions by giving them trainings on technical issues and their service management (Wasistiono, 2002: 36). In line with the structural change of district administration, at the same time, regional administration intends to improve the quality of its public service, to develop initiatives, to more empower communi-

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Proceeding of 4th International Conference on Education and Social Sciences ty and to improve public participation. This, eventually, brings its implication to immediately implement the delegation of authority from regent/city to district heads

Figure 1 Flowchart for Delegation of Authority from Regent to District Heads

RESEARCH METHOD In term of its aim, this study on delegation of authority from regent to district heads in Bandung regency is categorized as applied research, while in term of its approach, it is categorized as public policy research, or action research. In term of its explanation, it can be categorized as descriptive research. Policy research is ―empirical research conducted to verify propositions about some aspects of the relationship between the objectives of the policy and the means available to achieve those ends. Policy research is oriented to ends‖ (Mayer and Greenwood, 1984: 60). Since it is empiric, public policy research can be categorized as ex-post facto study. This study is oriented to real actions by its object. If it is assumed necessary to involve the respondents actively within the process of research, then it becomes participatory research. The unit of analysis here is SKPDs who are providing services on environmental affairs in Bandung regency, by which represented by the heads of SKPD and district. Addressing the heads of SKPD and district as the unit of analysis is due to their position as the officials related directly with the process of delegation of authority from regent to district heads, especially on the activities of environmental affairs characterized by simple, quick, inexpensive, more efficient, more effective, yet unimplemented by SKPD, therefore it is better to be delegated to districts in order to perform excellent public service. In addition to the SKPDs in Bandung regency handling environmental affairs, with the hope to gain balanced information, it is necessary to gain data and information from district heads about what are the kinds and contents of the authority that can be implemented according to their capability and according to the need and demands of community for public service, structure of district administrative organization, condition of personnel supporting the administration, workload, as well as development and control between regent and district heads. From the heads of regional technical office/agency as respondents, form of authority in environmental affairs are available, related with main duty and functions of regional technical office/agency according to their authority (modified from PP No.38/2007) that can be implemented by district heads after the delegation from regent. To collect the data from various sources, there are two instruments of data collection: (1) form with matix given to respondents in order to gain the information on what are kinds and contents of administrative affairs, especially on environmental affairs, in Bandung regency that can be delegated to district heads; (2) interview to respondents in order to gain thorough information (indepth interview) to every regional technical office/agency according to their authority.

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Social Conservation based on Nation Character Building Data collected will be categorized, classified, and then analyzed to find the answers for research questions. In analyzing the data, descriptive approach is used by describing the condition on the site. Detailed techniques used in this study are: 1. Processing Phase I Data processing begins with studying data collected from various sources: data resulted from observation, interview, literature study, and documentary research, and then sorting data needed. Then, the data acquired is abstracted into brief summary, and then is analyzed consistently and repetitively. During this first phase analysis, neither observation or interview is conducted. After first analysis, observation or interview is conducted more focusedly, narrower, and deeper to the research problem. 2. Data clarification Data clarification is classified based on rationale, intuition, and opinion. The data, then, is put into each categories. Method in this analysis is comparative between data acquired from informants and documents. The implementation of collecting the data and responses on administrative affairs that would be delegated by Bandung regent to district heads are as follow: 1. Doing initial study on the implementation of district head‘s authority 2. The result of initial study containing detailed authority of Bandung regent to be delegated to district heads, then, is conveyed to each district heads, agencies, and offices in Bandung regency for confirmation of whether or not it can be implemented, by also providing the reason. 3. Similarly, the initial study is also conveyed to district heads throughout Bandung regency along with detailed authority according to PP No.38/2007 to confirm the readiness, capability, and needs on whether it is possible or not to be implemented, by also providing comments or reason for delegation of authority from regent to district heads.

RESULT AND DISCUSSION Better arrangement for authority/administrative affairs in Bandung regency administration should refer to 3 (three) issues: (1) identification and evaluation of regent‘s authority/administrative affairs to be delegated to district heads according to PP No.38/2007; (2) model of delegation of authority/administrative affairs in accord with implementation needs and demands; and (3) detailed affairs, divisions, subdivisions, and sub of subdivision of authority/administrative affairs in accord with the consequence of delegation of authority in administrative sector from regent to district heads. Based on the academic point of view, it is conceivable that authority of district head in general can be classified into two mayor group: (1) attributive authority, consisting of authorities on general administrative duties, coordination, development, and service delivering; (2) delegated authority, which its scope varying between districts in running regional autonomy affairs. In regard with model of delegation of authority offered in this study, it is referred to in harmonic convergence between delegated authority and authority in licensing sector to optimize the function of district administration organization. This option can be scrutinized through matrix below:

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Quadrant I:

Districts with asymmetric pattern of authority delegation and vast licensing authority

Districts with symmetric pattern of authority delegation and vast licensing authority

Pattern of authority delegation

Licensing authority

Quadrant IV:

ASYMMETRICAL

SYMMETRICAL

Quadrant III:

Quadrant III:

Districts with asymmetric pattern of authority delegation and very limited licensing authority

Districts with symmetric pattern of authority delegation and very limited licensing authority

After the appropriate model is selected according to condition and problems encountered, the next step is going into detail of authority delegated from Bandung regent to district heads on environmental affairs A. Determining: 1. Counseling, supervising, and coordinating the public waste management; 2. Implementing public empowerment in environmental management; 3. Determining services in environmental sector in district administration; 4. Implementing prevention on illegal extraction of natural resources that disrupt and endanger environment. B. Recommendation: 1. Recommendation of setting the location for landfill. C. Facilitation: 1. Facilitating the control on the impact of water pollution; 2. Facilitating the control on the impact of domestic liquid waste; 3. Facilitating the law enforcement on quality standard of liquid waste; 4. Facilitating the preservation of biodiversity for flora, fauna, microorganism, and germplasm; 5. Facilitating the settlement of dispute on environment off the court; 6. Facilitating the socialization of laws and regulations in environmental sector; 7. Facilitating the supervision of preserved flora and fauna distribution at the level of district; 8. Facilitating the utilization of appropriate and environmental friendly technology. D. Development: 1. Developing local/custom community as the owner of genetical resource. E. Supervision/Control: 1. Supervision and evaluation on the condition, potential, and damage on biodiversity; 2. Supervision/control on soil damage and pollution; 3. Supervision/control on damage of waterworks; 4. Supervision/control on forest damage; 5. Implementation of control on every activities related with the use of abandoned land and raised land in district; 6. Supervision on preservation of public water (rivers, lake, reservoir, marsh);

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Supervision on sanitary arrangement and environmental hygiene; Supervision on corporations that have environmental impact; Coordination, development, supervision, and reporting on steps in prevention of pollution and environmental damage.

F. Coordination: 1. Coordination in supervision, monitoring, and operation of trading of rare and protected species; (implementation manual and technical manual from BLH) 2. Coordination in improvement of urban hygiene; 3. Coordination in the monitoring of water quality, comprise of wastewater and surface water; 4. Coordination in supervising the condition of land and/or soil on the scale of district; 5. Coordination in supervising the disaster-prone areas on the scale of district; 6. Coordination in supervision on the controlling of environmental damage and/or pollution related to wildfire and/or having impact or estimated having impact on the scale of district; 7. Coordination and implementaion on the preservation of biodiversity. G. Collection of Data and Information: 1. Implementing the inventorying of work/business with potential of having environmental pollution on the scale of district. H. Residual: 1. Implementing other environmental affairs and activities according to public demands and needs, as long as outside of the authority of other local agencies in Bandung regency based on prevailing laws and regulations.

CONCLUSION By the delegation of environmental affairs/authority from regent to district heads, it is necessary to pay attention to some other things: (1) Authorities delegated to district heads should be followed by implementation manual and technical manual from each regional technical office/agency according to its authority; (2) Regency technical office/agency should provide development and training for personnel of district administration in regard with delegated affairs; (3) District should coordinate with regional technical office/agency in planning the activities related to sectors assigned to the regional technical office/agency to avoid any duplication of activity; (4) Strengthening the personnel, facilities, and infrastructures, and particularly sustainable budgeting to support every environmental affairs which currently become the world‘s concern. REFERRENCE Dwiyanto, Agus, et al. 2002. Reformasi Birokrasi Publik di Indonesia. Yogyakarta: Center for Population and Policy Studies, Gadjah Mada University. Kaho. Josef, Riwu. 1997. Prospek Otonomi Daerah dan Negara Kesatuan Republik Indonesia: Identifikasi Beberapa Faktor yang Mempengaruhi Penyelenggaraannya. Jakarta: Rajawali. Ndraha, T. 2001. Ilmu Pemerintahan (Kubernology). Bandung: PPS IIP UNPAD. Robbins, Stephen, P. 1994. Organization Theory: Structure, Des, in and Applications. Prentice-Hall. Sutherland, Heather. 1979. Making Bureaucracy Elite. Singapore: NA. Smith, Theodore, M. 1970. The Indonesian Bureaucracy Stability, Change, and Productivity. Jakarta: Ford Foundation, Jakarta Library. Wasistiono, Sadu. 1991. Organisasi Kecamatan. Bandung: Mekar Rahayu. Wasistiono, Sadu. 2002. Menata Ulang Kelembagaan Pemerintah Kecamatan. Bandung: Citra Pindo, Center for Administrative Study, STPDN. Sutarto, 2000. Dasar-Dasar Organisasi. Yogyakarta: Gadjah Mada University Press, UGM. Laws and Regulations Law No.5/1974 on Principles of Administration in Regional. Law No.22/1999 on Regional Administration. Law No.32/2004 on Regional Administration. Government Regulation No.38/2007 on Division of Administrative Affairs between Government, Provincial Administration, and Regency/City Administration. Government Regulation No.19/2008 on District Administration. Decree of Minister of Home Affairs No.4/2010 on Guideline of District Integrated Administrative Implementation.

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THE ROLE OF GUIDANCE AND COUNSELLING MANAGEMENT IN DEALING WITH JUVENILE DELINQUENCY G. Rohastono Ajie Guidance and Counseling Study Program, Faculty of Education, University of PGRI Semarang ABSTRACT Juvenile delinquency in the study of social problems are categorized into deviant behavior of values and social norms prevailing. The impact of deviant behavior can harm themselves and their environment. It is necessary precautions and handling of juvenile delinquency. One way to do is to provide guidance and counseling services. Steps of management guidance and counseling in dealing with juvenile delinquency: identifying cases and causes, plan, implement, and evaluate the activities of guidance and counseling. At follow preventive is done basic services such as the classical guidance and the groups guidance. At follow handling is done group counseling services and/or individual counseling services. Keywords: management of guidance and counseling, juvenile delinquency

INTRODUCTION The smallest social group in society is the family. The family has an important role in the formation of the child's behavior. Family conditions in which children and adolescents are, will affect the formation of certain behaviors in adolescents. The behavior of individuals is formed through the process, especially during the individual is or becomes a member of a family. The behavior of teenagers who tend rogue will result in the existence of social problems in the environment. Juvenile delinquency in the study of social problems are categorized into deviant behavior of social values and norms that apply. According Sarwono (2013: p 253), behaviors overall deviant behavior is all of the provisions in force in the community, for example, deviate from the norms of religion, ethics, school rules, and others. However, when breaking the law committed by juveniles are not aware, do not know, and could inadvertently called delinquency. Because it is done by a teenager then called juvenile delinquency. The impact of deviant behavior in the form of juvenile delinquency can hurt his or herself especially according the future and development of his personality. Juvenile delinquency may also be disturbing people in their environment. And so juvenile delinquency healing becomes important. Handling of juvenile delinquency in Rogers say (Sarwono, 2013: 254-257), the adolescents need certain requirements for the handling of juvenile delinquency can be managed, ie no confidence from the juvenile to the person who will replicate help him, that recourse must also have purity of heart, have the ability understand, honestly convey what it is, and put his own adolescent perception. One way to do is to provide guidance and counseling services. Management measures guidance and counseling in dealing with juvenile delinquency: identifying cases and causes, plan, implement, and evaluate guidance and counseling activities. Management guidance and counseling to address juvenile delinquency begins with identifying cases and juvenile delinquency causation. Identifying cases and causes, in guidance and counseling, including planning activities. According Sugiyo (2011: p. 27), that the word is often used in the management of any organization, is a translation of the English language to manage, which means managing. The word manage to have a broad meaning as organize, direct, control, handling, and implement and lead. Management in guidance and counselling application called guidance and counselling management. According to Fattah (2003), that management is a process that involves the basic functions, such as planning, organizing, leadership, and supervision. Therefore, management is defined as a process to plan, organize, lead and control efforts of the organization in all its aspects in order to achieve organizational goals effectively and efficiently. According Suherman (2012), management functions include planning, organizing, directing, coordinating, and monitoring. Planning function is the basic function of management, because the organization, mobilization, and supervision should be planned in advance. Planning is the foundation for the successful implementation of any other management functions. Based on the analysis of the contents of the Checklist the Problem can be known whether there is a tendency among students belonging to behave in juvenile delinquency. Based on data problems and needs of the students then compiled Guidance and Counseling Program, which is the planning of activities for stu-

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Social Conservation based on Nation Character Building dents to analyze the causes of problems, including the problem of juvenile delinquency. To prevent the development of juvenile delinquency behavior in school, do preventive acts. At follow preventive do basic services such as classical guidance and groups guidance. Classical Guidance is guidance-oriented student groups in large enough quantities between 30-40 students (class). Guidance is more classically oriented preventive and personal development of students that covers areas of learning, social and career fields (Siwabessy and Hastoeti 2008: p. 136). To deal with problems or delinquency conducted group counseling or individual counseling. At follow-handling performed service or group counseling and individual counseling services. Counseling groups according Natawidjaja (2009: p. 7), is a process of personal affinity between counselor and counselee group in the linkage process counselor seeks to help foster and enhance the ability of the counselee to face and overcome issues or matters of concern to each counselee through development of understanding, attitudes, beliefs and behaviors appropriate counselee by utilizing the group atmosphere. This group counseling is limited ten people, allowing the leader of the group can perform a personalized approach, as well as on an ongoing basis. Instrumental groups provide empathy and support needed by its members to create an atmosphere of trust that leads to sharing and exploration problems. While the essence of individual counseling is the process of helping individuals to change, establish, improve, and develop behavior.

JUVENILE DELINQUENCY According Sarwono (2013: p. 255), a lot of factors that lead to delinquency and adolescent behavioral disorders in general. Various theories that attempt to explain the causes of juvenile delinquency, can be classified as follows: 1. Rational choice: This theory prioritizes individual factors rather than environmental factors. Delinquency does is top choice, interest, motivation or her own accord. In Indonesia, many who believe in this theory, such as juvenile delinquency is considered as a lack of faith that the child was sent to boarding school lightning or incorporated into religion. Others consider that naughty teens lack of discipline that was given military training. 2. Social disorganization: The positivist in general prefer the cultural factors. Which cause juvenile delinquency is the reduction or disappearance of institutions pranata- people who have maintain a balance or harmony in society. Busy parents and teachers are overloaded is the cause of the reduced function of the family and the school as an institution of control. 3. Strain: This theory proposed by Merton that i ntinya is that tremendous pressure in society, such as poverty, phon caused the majority of the members of the public who choose the path of rebellion commit a crime or delinquency. 4. Differential association: According to this theory, juvenile delinquency is a result of the association. Naughty children because bergaulnya with naughty children as well. This understanding many adopted parents in Indonesia, which often forbid their children to hang out with friends who are considered rogue, and sent her children to be friends with my friends who are good and diligent study. 5. Labelling: There is a suggestion that bad boy always considered or labeled (labeled) naughty. In Indonesia, many parents (especially mothers) who want to make small talk with her guests, so when her son appeared in the living room, he told his guests, "It loh, Mbakyu, my eldest son. High body alone, but nakaaalnya not playing ". If the child is too often labeled as such, then it will be really naughty. 6. Male phenomenon: This theory believes that a tad more naughty than women. The reason is because it is the nature of male delinquency or because of cultural Masku linitas stated that it is reasonable that men naughty. There is another opinion, that causes juvenile is due to the part that likes to explore adolescent development, the influence of family, and peers. According Geldard and Geldard (2010: 73), part of adolescent development is to explore, men find out, and conduct experiments. Teens have a curiosity; they want to know more about the world in which they progressively have more freedom to make their own decisions. As a result, they will consider bereks perimen with addictive substances. However, experiments with addictive substances will depend on a number of factors, which include ke- availability of these substances, the influence of family, and peers.

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Proceeding of 4th International Conference on Education and Social Sciences JUVENILE DELINQUENCY MAY OCCUR ASSOCIATED WITH LOWER SOCIOECONOMIC STATUS. Lowland delinquency on minority and low socioeconomic status is higher in proportion to the entire population of this group. Nevertheless, the group is less influence on the judicial process in United State of America, and hence, the group they may have got the views of the mischievous than white teens to middle socio-economic status. There are differences between antisocial behavior early, ie before the age of 11 years, and antisocial behavior late, ie after the age of 11 years. Early antisocial behavior associated with negative developmental outcomes than late antisocial behavior (Schulenberg & Zarret, 2006), not only that last up to adulthood, but also related to mental health and relationship problems (Loeber, Burke, & Pardini, 2009) (Santrock 2011: 459). Juvenile delinquency is meant here is the behavior that deviates from habit or unlawful. Jensen in Sarwono (2013: 256-258), divide this juvenile delinquency into four types, namely: (1) Delinquency causing physical casualties on others: fights, rape, robbery, murder, and others; (2) Fatal material Delinquency: vandalism, theft, pickpocketing, extortion, and others; (3) Social Delinquency not cause casualties among the others: prostitution, drug abuse. In Indonesia may also be included sex before marriage in this kind; (4) Delinquency against the status, for example, to deny the child's status as a student by way of ditching, deny the status of the elderly in a way to run away from home or denied their orders, and so on. At their age, their actions did not violate the law in the real sense because the breaches were statuses in primary environment (family) and secondary (school) which is not regulated by law in detail. However, if these teens mature later, the violation of this status can be done ter toward his superiors in the office or officer of the law in society. That's why this status violations by Jensen classified also as delinquency and deviant behavior is not just. For Indonesia, especially in a society that is far from the reach of law enforcement agencies or where the formal state law is less strong influence than the norms of society, the definition of delinquency according to the principles of this law violations can indeed cause trouble. With the law of compulsory education for children over the age of 7 years and not be declared naughty school for violating the law. However, in many parts of the country, many children are not in school because of his condition does not allow or people are not concerned with the school for their children. Or in another case, a child may be considered naughty for violating laws on the environment because they are helping their parents dig river sand which causes erosion. In cases like this, to assess or diagnose a child or juvenile delinquency should be considered intentional factor and awareness of the child. During the child or teen does not know, unconsciously and unintentionally violate the law and do not know the consequences, then it can not be classified as a rogue. Various research studies on young children have investigated the effect of the influence of family and peers. These studies menegas out that the influence of family and peers as important. Webster RA, et al. (1994) in the digest, holding that if the influence of peers is done primarily through modeling behavior, parental influence is mainly done through normative standards that absorbed her. S. Frauenglass, et al., (1997) found that modeling deviant peers was associated with the level of use of cigarettes, alkohol, and marijuana by teens, but support to the family of the teenagers would reduce the influence of pitch call associated with the use of cigarettes and marijuana. SS Robin and EO Johnson (1996) also identified the importance of peer pressure in relation to the use of alcohol, cigarettes, and drugs by adolescents. They found that approval or disapproval of peers equally important. The greater the peer pressure to reject the use, the less use. KE Bauman and ST Ennet (1996) claimed that the influence of peers in use behavior drugs by teenagers has been overvalued by those authorized in this area and clearer right that an individual is able to make a personal decision in context of peer influence. However, evidence shows that the importance of peer influence is strong (Geldard and Geldard, 2011: p. 73-74).

GUIDANCE AND COUNSELING Guidance and counseling is a complete relief of education, oriented to the individual, trying to free people from the constraints and solve the problem, until the individual is able to follow the educational process properly, in an effort to find a personal, familiar environment, and plan for the future , and takes place in a situation of a relationship between two or more people, which is between counselor and client where counselors help develop themselves and potential clients, is an ongoing process, given to individuals or groups of individuals who are in trouble, in order to alleviate his problems. According Salahuddin (2010: p. 16), guidance and counseling is a process of providing assistance to individuals in a sustainable and systematic, carried out by an expert, in order for individuals to understand themselves, their environment, and can direct themselves and adjust to the environment for optimally de-

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Social Conservation based on Nation Character Building velop her potential for well-being and welfare of the community. Furthermore, according Sugiyo (2011: 15), that guidance and counseling is a series of events or activities designed by counselors to assist clients in an effort to develop itself as optimal as possible. One of the format of guidance and counseling is a classical format. Classical guidance is the guidance-oriented student groups in large enough quantities between 30-40 students (class). Guidance is more classically oriented preventive and personal development of students that covers areas of learning, social and career fields (Siwabessy and Hastoeti 2008: 136). L. Gibson in (Siwabessy and Hastoeti 2008: 136) states that classical Guidance is a group that has an activity that presents information or experiences through the planning and organization of the group as an example of a classical-oriented guidance on the delivery of information and career exploration by way of organizing visits to various university students or campus agencies to provide motivation for students regarding college. Group counseling is a process of personal affinity between counselor and counselee group in the linkage process counselor works to help foster and enhance the ability of the counselee to face and overcome issues or matters of concern to each counselee through the development of knowledge, attitudes, beliefs and behaviors counselee right by utilizing the group atmosphere. This group counseling is limited ten people, allowing the leader of the group can perform a personalized approach, as well as on an ongoing basis. Instrumental groups provide empathy and support needed by its members to create an atmosphere of trust that leads to sharing and exploration of issues. While individual counseling is essentially a process of helping individuals to change, establish, improve, and develop behavior.

GUIDANCE AND COUNSELING MANAGEMENT ROLE IN THE DEALING JUVENILE DELINQUENCY The role of guidance and counseling management in dealing juvenile delinquency, at the earliest stage is to apply the classical format of information services (classical guidance) to prevent juvenile delinquency. In precautions do basic services such as classical guidance. Classical Guidance is guidanceoriented student groups in large enough quantities between 30-40 students (class). Besides classical guidance is preventing juvenile delinquency, also oriented to the personal development of students that covers areas of learning, social and career fields. In classical guidance ts to prevent juvenile delinquency carried with a variety of methods, a variety of media presented material negative impact delinquency. After following this classical guidance, expected teens understand the negative impact of juvenile delinquency and do not belong naughty behavior. If from the classical guidance, there were teenagers who have problems related to juvenile delinquency, then from a group of troubled teens who were given treatment in the form of group counseling to overcome the problem of juvenile delinquency is affecting teens in the group. This group counseling is limited ten people, allowing the leader of the group can perform a personalized approach, and aligned to be done continuously. Instrumental groups provide empathy and support needed by its members to create an atmosphere of trust that leads to sharing and exploration problems. If the group of guidance nothing personally still find it difficult to resolve the problem with the group, then followed up with individual counseling. Individual counseling is essentially a process of helping individuals to change, establish, improve, and develop behavior. Teens who originally involved in juvenile delinquency, in individual counseling planned, given tretment, and evaluated, thus the modified teenagers, strengthened, improved, and developed his behavior towards a better and not deviate. CONCLUSION Deviant behavior belonging to the juvenile delinquency is conducted on options, interest, motivation or her own accord, as a result of poverty, one of the association, was given the title of naughty, naughty input that for men it is natural, peer influence, causing casualties physical on others: fights, rape, theft, murder, etc., causing casualties material: vandalism, theft, pickpocketing, extortion, etc., social delinquency not cause casualties among the others: prostitution, drug abuse, sex before marriage, against the status, for example, to deny the child's status as a student by way of ditching, deny the status of the elderly in a way to run away from home or denied their orders, and so on. Guidance and counseling is a complete relief of education, oriented to the individual, trying to free people from the constraints and solve the problem, until the individual is able to follow the educational process properly, in an effort to find a personal, familiar environment, and plan for the future, and takes place in a situation of a relationship between two or more people, which is between counselor and client

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Proceeding of 4th International Conference on Education and Social Sciences where counselors help develop themselves and potential clients, is an ongoing process, given to individuals or groups of individuals who are in trouble, in order to alleviate his problems. In precautions do basic services such as classical guidance. Guidance Classical is guidance-oriented student groups in large enough quantities between 30-40 students (class). In classical guidance ts to prevent juvenile delinquency carried d ith a variety of methods, a variety of media presented material negative impact delinquency. After following this classical guidance, expected teens understand the negative impact of juvenile delinquency and do not belong naughty behavior. If from the classical guidance, it turns out there is a group of teenagers who have problems related to juvenile delinquency, then from a group of troubled teens who were given treatment in the form of group counseling to overcome the problem of juvenile delinquency is affecting teens in the group. If the group of guidance nothing personally still find it difficult to resolve the problem with the group, then followed up with individual counseling.

REFERENCES Fattah, Nanang. 2003. Landasan Manajemen Pendidikan. Bandung: Remaja Rosdakarya. Geldard, Khathryn dan David Geldard. 2011. Konseling Remaja, Pendekatan Proaktif untuk Anak Muda. (Counseling Adolescents The Proactive Approach for Young People). Terjemahan Eka Adinugraha.Yogyakarta: Pustaka Pelajar. Natawidjaja, Rohman. 2009. Konseling Kelompok Konsep dasar dan Pendekatan. Bandung : Rizki Press. Salahudin, Anas. 2010. Bimbingan dan Konseling. Bandung: Pustaka Setia. Santrock, John W. 2011. Life Span Development (Perkembangan Masa Hidup). Edisi 13, Jilid 1. Terjemahan Benedictine Widyasinta. Penerbit Erlangga. Sarwono,Sarlito W. 2013. Psikologi Remaja. Edisi Revisi. Cetakan ke 16. Jakarta : Rajawali Pers. Siwabessy, Louise B. dan Sri Hastoeti. 2008. Bahan Ajar Sertifikasi Guru Bimbingan dan Konseling dalam Jabatan melalui Jalur Pendidikan: Praktik Bimbingan Klasikal. Jakarta: Jurusan Bimbingan dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Jakarta dan Dikti Depdiknas. Sugiyo. 2011. Manajemen Bimbingan dan Konseling di Sekolah. Semarang: Widya Karya. Suherman. (2012). Manajemen Bimbingan dan Konseling. Bandung: Rosda Karya. Yusuf dan Nurihsan. 2008. Landasan Bimbingan dan Konseling. Bandung: Program Pascasarjana Universitas Pendidikan Indonesia dan Remaja Rosdakarya. Winkel, W.S. dan Sri Hastuti, M.M. 2006. Bimbingan dan Konseling di Institusi Pendidikan. Yogyakarta: Media Abadi.

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A STUDY OF SOCIO-CULTURAL IDENTITY CONSTRUCTION ON THE CHINATOWN COMMUNITY SEMARANG Hamdan Tri Atmaja Department of History, Faculty of Social Sciences, Semarang State University ABSTRACT Policy changes related to the existence of Chinese ethnic, especially Khong Hu Chu religion, brings a change in the perception between the Chinese ethnic and the Indigenous. The changes are related to the construction of social identities of Chinese culture after the freedom to express the culture and recognition of the religion. Several studies in the field showed that Chinese ethnic constructs the socio-cultural identity as an ethnic that wants to be considered equivalent to other ethnic. In this social construction, they want their socio-cultural identity to be recognized as a part of Indonesian culture. Other Chinese ethnic constructs the socio-cultural identity as "Others", considering that they have been constructed as "Others". Those who construct the social identity as it is, consider that their group both socially and culturally is higher than other ethnic. The construction as "Others" appears when they are in one ethnicity. However, when they are in other ethnic groups, they do not show their selves as an ethnic which have a higher socio-cultural identity, but they position their selves equally to other ethnic. Both socio-cultural constructions are able to build a socio-cultural negotiation with the indigenous ethnicity which in turn can eliminate stereotypes, stigma and ethnic prejudice. The study recommends the need for the state to build culture openness through the ethnical and cultural festivals and provide an equal opportunity for each ethnic to develop their cultures, so that the community can see the cultural differences is not a difference but the wealth of the nation. Keywords: identity, social construction

INTRODUCTION In Indonesian context, Indonesian people are well-known as multi ethnic groups. It means it is a society in which the citizenships structure consists of many ethnics groups. The variety of ethnics is the source of cultural variation from each ethnics. Based on that cultural variation, it is formed the multi cultural society. In order to keep the harmonisation of the ethnic in multi cultural society, the individuals need to see that the differences they have are good and beautiful. The case is can everyone understand that the differences are good and beautiful, or in contrast, it is the source of suspense or conflicts. The suspense happens because there are some ethnics groups feel that they are the superior (majority in quantity) and feels as if others are inferior (minority). This condition can be addressed by the relationship between Chinese and natives. In the history after Independece Day of Indonesia, there were a lot of riots against Chinese occured in many places. In 1946, there was a racial riot agains Chinese in Tangerang that was known as ―Peristiwa Tangerang‖. In1963, there were other racial riots happended in many places such as Cirebon and Bandung (Tempo, 2004). In 1966, there was a exploision the centimency against Chinese in Aceh and North Sumatra. Then, it exploided again in 1967 in Jakarta and in 5th August 1973 in Bandung. In 1981, the same riot occured in Solo and then expanded until Semarang. The last, in 13 th May 1998, there was a May Riot in Jakarta and Solo, some victims had killed and many Chinese ladies were raped. The riot against Chinese that are drawn above shows that the Chinese descent were known as new comers ethnic, their existance has not been fully accepted by some integral Indonesian society which are multi ethnics and multi cultural. They are reputed as the non-native groups, while this term has not just makeany difference between Indonesian native people and non-native people, but also becomes oneof the indicator of any suspense between the relationship of Indonesiannative people with offsprings‘ citizen and it indicates racial as well. The suspense and conflict between natives and Chinese had not happened if both of the ethnics had realized that they are living in a plural society. It is needed that the natives placed the Chinese ethnic their rights in the society such as in politics, economic, social, adn cultural. In addition, the opponent is alaso needed that the Chinese should place the natives as equal.; each ethnic in the society‘s relationship and interaction. This view should rise as the awareness. They must admit ethincs pluralism, an awareness process as the equality of social and cultural among many ethnicsin the society. Admitting the political pluralism means an acknoledgement of the equality in the power distribution to many interest groups, stressed groups, ethnics and racial groups, organization and political institution. When each ethnics cannot understand and realize the pluralism, it will emerge the ethnic prejudise.

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Proceeding of 4th International Conference on Education and Social Sciences The ethnics prejudise cause the lost of the rights of freedoms from fear and threat thatt are gotten from the discrimination by State as an Institution. Historogically,Chinese groups got many discrimination. In 1959, when Soekarno ruled this country, a state rules no.10/1959 said that Foreign Chinese people were prohibited to trade in regency and lower parts; this caused hundreds of Chinese were repatriation to RRC (Tempo, 2004). Based on that rule, the Military Commanders (Ground Forces), especially in west Java, prohibit teh Chinese to live in village. In many aspects, the governments‘ rule of prohibiting the Chinese to live in village did not equal to the pluralism ideology that saw the same equality among ethnics. In the New Orde after the G 30 S PKI, it happened what was called cultural genocide. In 1967, the government gave the policy of PP No.14/1967 that prohibiting the religious, belief, and customs of Chinese in Indonesia. It was also given the encylic No. 06/Preskab/6/67 that contained that Chinese must change their names to be more Indonesian (Tempo, 2004). This policy was an effort to cut the Chinese tradision, not only prohibited to do their customs and traditions openly but also to celebrate lunar new year and Cap Gomeh, could not play the Barongsai, all Chinese Temple must be channged as Vihara, Konghucu belief were banned, and newspaper and publication of Tionghoa language were not allowed. Then, in 1978, based on the Trade and Cooperative Ministry‘s policy No. 286/KP/XII/1978, said that the Chinese language were forbidden. Next, the government also instructed that the activities if the Chinese must be sharp-sighted by Badan Koordinasi Intelejen Negara (Bakin). In 1988, it was spread the encylic SE.02/SE/Ditjen/PPG/K/988 which said that it was forbidden to publish and print the writings or ads that used Chinese symbols and language in public. Then, in 1988, the Residence‘s ministry said the policy 455.2-2360/1988 which forbid the use of land for establishing, expanding, or renovaating the China temples (Tempo, 2004). The discriminative actions which are drawn above gave the contribution of reprejudise from the Chineses to the natives. Chinese ethnics considered that the natives were not fully accepted them as the citizen, they considered them as the lower class citizen. At the end, both prejudices from the two ethnics contributed the segregation relationship; it is the relationship between ethnics which are seperate from each other. The form of segretion which appeared related to the residence, the Chinese residence would be called ―Pecinan‖. This residence were built by the Dutch for seperating the residence between the natives and Chinese for political purposes. The separating residence for more than 3 centuries was worked for establishing the society‘s strata racially and primodially in the form of social and political discrepancy. The Dutch and the upper classses of the natives became the arbiter, the chineseand the lower classes of natives only worked in trade aspects onlt, while the biggest partsof the society‘s members always be under pressure. The distinction relationship between Chinese ans natives can beb seen from the community which is called Pecinan Regency. This regency today reside not only the Cinese but also the NATIVES. The Chinesse community in this area had survived from many bad experience, especialli in the New orde era. Their lives were very unpleasent. They were forbided to pray in public in the Chinese temple; then, the house ofr building that had the Chinese characteristics must be changed. This regency was like an old city that had lost its soul. The old buildings and unnursered can be found along the Petufungan, Warung alley, and Lombok alley, while some modern buildings always came up and pressed the Chineses‘ olds. The trelllis and iron gates were put in front of the building as the symbol of wondering the Chinese ethnics for the harshness and damaging of their working place in the past. The awareness for getting the equal treatment in ethnics existed but asthe minority, they could not do anything since their movement were restrictivedfor getting the equality. So, for Chinese ethnics, the hassle of getting the equality were given to those who hasd power inthe state. At the end, what were waiting for was come, in the reformation era the government equals the Chinese and natives ethnics. This emergence was absolutly based on the pluralism thought. Realization of this awareness emerged as the policies for opening the racial boundaries like in Habibi era, it was instructed in President‘s policy No. 26/1998 which deleted the terms natives and non-natives. Then, in Gus Dur‘s era, some policies were instructed to open the racial boundaries, like the emergence of President‘s instruction No. 4/1999 which allowed the lesson and use of Mandarin language in Indonesia. In additon, it was followed by the witdrawl of President‘s instruction No.14/1967 which contains the prohibition of any religion, beleif, and customs of Chinese in Indonesia. President also published the Presidential decision No.6/2000 which allowing the Chinese to express their traditions including their freedom of religion in Indonesia (Tempo, 2004). Many research about Chinese had been done by Andreas Susanto (1998). The research had been done in Yogyakarta, focusing on the problems that Chines faced, how they solve the, and how they accomodate when they lived in the general society. Thung Ju Lan (2001) research which theme was ―The Chinese‖ as the social construction was trying to emerge the identity of Chinese in the New orde time until reformation. The result drawn from this research the Chinese identity is complictated. It alwaays becomes

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Social Conservation based on Nation Character Building a debatable issue and will never be goneas far as there werepeople who claim themselves or identify himself as a Chinese. Based on some research result. The study of identity is still relevant since identity is a dynamic problem and always follows the socio-cultural development and change. In other words, the Chinese ethincs problems are still up to date and interesting to be investigated. Especially the topics that are related to the Chinese and Natives after Soeharto‘s era and after the issued of policy that gives the Chinese a freedom to express their culture and religion.

PECINAN REGENCY SEMARANG Semarang city has become the place of investigation in this research, especially in Pecinan regency. The history of Pecinan was closely related to the Chinese people‘s riots to the Dutch in Batavia in 1740. This riot was led by Ni Hoe Kong or well-known with Souw Panjang Captain. In that event, a lotof Chinese opeople ran away to Semarang,in Semarang the riot still happened until finally The Dutch eradicate this riot. For supervising and controling the Chinese‘s movement, The Ducth was consentrating them in a special regency which well-known with Pecinan (Remeling, 2002). The width of Pecinan is about 40 hectare which included Beteng regency, Wotgandul, Cap Kau King, Pinggir alley and Kalikoping. The bounderies of Pecinan are in north is Jl.Gang Lombok (Klenteng Tay Kak Sie). In east is Kali Semarang. In south is Kali Semarang, Jl. Sebandaran I and in west is Jl. Beten Alog with the emergence of Pecinan, in its development, there were a Chinese temples that was built in Semarang. Some temples which are categorised as an old and now still has its function in Pecinan, some of them are Siu Hok Bio (1753), Tek Hay Bio (1756), Tay Kak Sie (1772), Tong Pek Bio (1782), Ho Hok Bio (1792), Wie Hwei Kiong (1835), Kong Tik Soe (1835), Liong Hok Bio (1866) dan See Ho Kiong (1866). The Chinese temple which is located out of the Pecinan is Sam Poo Kong which was bulit by Cheng Ho admiral. It is said that this tempe is the oldest among other tamples. The function of this temple today is not only as a place for pray but also the Tionghoa cultural center and as the symbol of Tionghoa‘s prosperity. Pecinan in Semarang has very strong economic, social, and cultural potency. This regency has been officially said by Semarang city‘s governmentwhich includes in revitalisation regency by letter of decision of the mayor No 650/157 on 28 June 2005 which ruled the revitalization ofPecinan Regency as well as become teh cultural tourism in Semarang.

SOCIAL CULTURAL IDENTITY‘S CONSTRUCTION OF CHINESE ETHNICS AS THE CULTURAL PART OF INDONESIA The study in field shows that some Chinese Ethnics construct the social and cultural identity as thr cultural part of Indonesia. The social and cultural identitical construction was built based on their view so far as they are the Chinese that actually the same with other ethnics in Indonesia. There are no reasons that can be accepted by logics that the Chinese is ―another‖ ethnic and must be treated discrimatically. He thought that it should be what has been adhered to teh Chinese, including its language, culture, religion, dressing, food taste,etc which are the parts of the cultural variation that Indonesia has, not in the opponent that is seen as the difference. When what is adhered to the Chinese is seen as the difference, it will emerge the prejudise and stigmain the daily life that lead to the conflicts.The social construction is based on their belief that no state or nation which establish in the same culture. All the states and nations always establish based on the cultural variation. The social and cutural identitical construction is the part of Indonesian culture based on the empirical experiencethat so far the Chinese and Javanese has been accelerated in culture. A Chinese who live in Pecinan told that his grandma is a Javanesse and his gradpa is a Chinese, however, accidently his pysical appearance is like a Chinese. However, in the family‘s culture, they have been accostumed to live with many different cultures. This conditio also happens to a Chinese that has been living in Pecinan for some times and has a Javanese neighbor. He said that it is accustomed to them to live in differcity and respect each other. As an example, in a holiday like Idul Fitri, we are accustomed to go to the neighbor and celebrate the Idul Fitri with the Islamic neighbors.It also happens in Luna new year, their neighbors will greet to our family. We also give food to each other in those days. Because in their perspective, culture is not an ideology but as the cultural identity that must be kept as teh Indonesia‘s cultural variation. The hits if Chinese culture recently in Indonesia, especially when Lunar New year, is constructed by the Chinese as the equal culture between Chinese ethnics with other Indonesian Ethnics since every ethnics and tribes has their own history and culture..Almost every tribes in Indonesia has different culture with another tribe. This difference is considered as the cultural richness. Like in the opponent, the Chinese culture in Indonesia must be considered as theIndonesian culture‘s part although its origin is from China.

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Proceeding of 4th International Conference on Education and Social Sciences The empirical evidence shows that the Barong art is usually performed in Lunar New Year shows the relationship between the Chinese and Javanes to be more harmony. A chinese that is accidently become the Barong art‘s members said that in a Barong performance, all people from any ethnics come to see that show. In addition, in Barong itself the game is not only from the Chinese but also the Javanese. In that cultural moment, the Chinese and Javanese are united to a culture. The Barong perspective is not a cultural arrogance but as the cultural communication for uniting any ethnics. When the social and cultural Chinese is constructed as the part of Indonesian culture, they do hope to be treated equally like other ethnics in Indonesia. They also hope to the society to loose the prejudise and stigma ofthe chinese. A chinese which proffesion is a businessman said that he wants to be treated like other ethnics and stop the bad prejudise to the chinese. It is needed for us to be widely open for participatingin constructing this countrybecause we are bornand raised in Indonesia. It also happens to the chinese whose proffesion is a teacher, he is offended that the chinese is seen differently from others. He has contributed to teach this nation and he thought that he is the part of Indonesia that must get thesame oppurtunities like other ethnics. He do hope that the dicotomic between chinese and other ethnics must be ended and it is needed to build the awareness of opining the similarities between the chinese and others as Indonesian nation to be together building Indonesia.

SOCIAL AND CULTURAL IDENTITY CONSTRUCTION OF CHINESE ETHNIC AS ―ANOTHER‖ The social and cutural identity of the chinese is sometimes constructed as ―another‖. In this construction they considered thatthe chinese is considered as different from other ethnics. They think that that have not been fully accepted as the Indonesia. There are some policies that show that chinese has not been accepted was really clear inthe New orde era. One of them that they could not freely choose their job in some areas.It was few that the militarymemebers came from the chinese.This condition is actually strengthen the society‘s beleif in general that the chinese is still construted as ―another‖. Although in reformation era the chinese has been given the chance to participate in politicsand culture for developing this nation; however, the belief of being ―another‖ is still adheredin them. They said that there are some change of policies for the chinese; however, that change has not been sure them that they have been considered as the part of fully Indonesia. This view is demanded with the empirical experience that if there were any political riots, the chinese would be the mass anger target. Since the Indonesia‘s Independence day, the riots agains chinese did not happen once. He last, in 1998, they were not be the part of the mass anger in Jakarta, nut they listeded from news and emerged the wonder that those situation would happen again. A chinese who lived out of Pecinan said that the wondering feeling always following him, especially when the political situation is getting hotter and hotter since in the past chinese were always be the anger targets. Based on that experience, the chinese always need to be careful and wary and keep the distance. Th wonder of the past exoerience is said by a chinese that they have never been accepted by the society, in every unsatisfication of the government, the chinese will always be the anger target. Based on that experience, they thought that otehr ethnics considered them as ―another‖. Because of that the chinese still constructed their social and cultural identity as ―another‖. The identity construction as‖another‖ is not pointed to the general situation when they have interaction with the society. When they have benn in the society, they posistion themselves like others.This is done to avoid the stigma and prejudise to their groups. However, when they are in their own group, the feeling of ―another‖ come up. The feeling of becoming ―another‖ is showed that their social and culturalethnics is considered as higher that others.Because of that, in the wedding problem, they forbid thierson to marry people from another ethnic, they ask their son to marry people from the same ethnic. Another feeling isshowed in the high solidarity among them. They need to have the solidarity among them, this feeling is built forfacing the problems that will be faced together. For example, in economic problem, they will help in the finance or giving the jobs for the chinese people also. So, they position themselves as ―another‖ when they are in back and in front they do not do so. Related to the happening of chinese culture in imlek, they construct itas the communication cultural form among ethnics. Although they do not be sure that this form of communication can unite the chinese and others view about the chinese existance in Indonesia. They think that they big problem is why they consider themselves as ―another‖ is becauseof the economic aspect not they cultural aspect since the riot against chinese always be the target of mass anger is the shopping center that are owned by the chinese not the chinese symbol. As has been told by the chinese that has a profesion as a businessman. He said that chinese is considered as ―another‖ is because the chinese is commanded the economic and the chinese has

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Social Conservation based on Nation Character Building higher economic and social status than others. So, when a riot happens, the target is always the economic asset that chinese has not the cultural symbol of it. This view is been agreed by the chinese that is organizing the prayer room of chinese. He said that whenthe riot against chinesee happens, the chinese temple as the prayer room of chinese in Khong Hu Cu religion is always safe, it is not be the mass target. So, in the diffrent culture, we the chinese and other ethnics do not have any problems and respect each other. When the social and cultural identity of chinese is considered as ―another‖ they actually hope to the society to see the chinese as not ‖another‖. When they always believe that they consider themselves as ―another‖ the chinese intheir group will also consider themselves as ―another‖.Since the cultural identity construction as ―another‖ is just a reaction of the society‘s opinion which always positionate the chinese as ―another‖. The chinese actually want to be equally accepted but they always be posisiton as ―another‖. A chinese said that the construction of ―another‖ is just a rereaction of teh opinion about chinese so far. We do hope that the boundaries that differs the chinese and others need to be disclose. It is the task of the society and government to disclose the boundaries to not to hegemonize as if the chinese is higher in social and economical status among other ethnics. This view is emphasized by the Kong Hu Cu praying area that he thinks it is needed that we live in unity and respect each other, by the exchanging and introducing each ethnical culture, it is hoped to build the understanding. Based on the explanation above, there is an openness from the chinese to be united with another ethnics and it can be done if both of the sides can understand and respect the diffrences of each othe as the power of establishing this country.

CONCLUSION A lot of ploicies for uncovering the racial bounderies have been done after the reformation era,eitherin Habibi and Gus Dur era. In 2001, the Religion ministry gave the policy of Lunar New Year as he fakulative holiday and aloowed the Chinese to celebrate it. Then, Megawati officially said that Lunar New Year is a national holiday and it is a holiday in all over Indonesia. This policy was directly accepted by the Chinese by celebrating Imlek, playing the Tionghoa tradition like Barong dance in some occasions, and giving back the Chinese temple as the Konghucu pray room.This happened harmonically with the other ethnics‘ construction of their social cultural identity as the parts of Indonesian‘s culture. The socialcultural identity‘s constructions are built based on their view so far, that they as Chinese are the same with other ethnic in Indonesia. However, there are also some Chinese construct their identity as ―other‖. In this construction, they prejudised that the Chinese is way fdifferent from other ethnics. This construction was build based on their empirical experience that if there were any political riots, Chinese will be the mass anger targets. Actually, Chinese do hope to the country to be treated equally like other ethnics in Indonesia. It is also a hope to the society that the society will omit the prejudise and stigma of the Chinese. During their construction as the ―other‖ Chinese, it will always see the ethnic with full of stigma and prejudise; so, it will not lead to any harmonisation but brings into the conflicts that harm this nation. REFERENCES Bungin, Burhan, 2207, Analisis Data Penelitian Kualitatif, Pemahaman Filosofis dan Metodologis ke Arah Penguasaan Model Aplikasi.Jakarta. Raja Grafindo Perkasa. Habib, Achmad. 2004. Konflik Antar Etnik di Pedesaan. Yogyakarta. LKis Lan Thung Jun, 2011, Susahnya Jadi Orang Cina; Ke-Cinaan sebagai Konstruksi Sosial, Jakarta, Gramedia. Dalam Wibowo (2001), Harga yang Harus di bayar Orang Cina. Liem, Yusiu. 2000. Prasangka Terhadap Etnis Cina. Jakrta. Djambatan Liliweri, Alo.2005. Prasangka & Konflik. Yogyakarta. LKis Mulyana, Dedy, 2006, Metode Penelitian Kualitatif, Paradigma Baru Ilmu Komunikasi dan Ilmu Sosial Lainnya, Bandung. Remaja Rosdakarya. Mohsen Mobasher, 2006, Cultural Trauma and Ethnic Identity Formation Amog Iranian Immifrants in the United States, American Behavioral Scientist, http://abs.sagepub.com Maunat, Yekti, 2004Identitas Dayak, Komodifikasi dan Politik Kebudayaan, Yogyakarta,LkiS. Ongkhokham. 1990. Pertumbuhan Kapitalisme Cina Perantauan. dalam Prisma No.4 tah 1990. Jakarta. LP3ES. Pattiradjawane, 2001, Peristiwa Mei 1998 di Jakarta: Titik Terendah Sejarah Orang Etnis Cina di Indonesia. Dalam Wibowo (2001), Harga yang Harus di bayar Orang Cina. Remelink, Wiliian. 2002. Perang Cina dan Runtuhnya Negara Jawa (1725-1743). Yogyakarta. Jendela. Suryadinata, Leo. 2002. Negara dan Etnis Tionghoa. Jakarta. LP3ES Susanto Andreas, 2001, Orang Cina di Yogyakarta Antara Penerimaan dan Penolakan, Jakarta, Gramedia. Dalam Wibowo (2001), Harga yang Harus di bayar Orang Cina. Tempo, 2004. Etnis Cina di Jaman Berubah. Jakarta : PT Tempo Inti Media Tbk. Edisi 16-22 Agustus 2004.

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DIENG FACE THE WORLD (WELFARE ISSUES VS NATURE AND SOCIAL CONSERVATION) Hartati Sulistyo Rini Department of Sociology and Anthropology Faculty of Social Sciences, Semarang State University ABSTRACT Development and social change is an inevitable phenomenon in the life of society, not for the people of the Dieng Plateau. As part of the system's rate of movement, then the public Dieng faced in situations where future welfare issues facing the conservation of natural and social conservation. Welfare is the dream of all elements of society without limitation social groups. But on the other hand, is dealing with the welfare of the agricultural community for the exploitation pattern of global interest and tourism industry development is very rapid. The threat of natural disasters, land degradation and water supplies become a central issue in the conservation of nature. More social conservation issues intersect with the tourism industry which was introduced to the public. One of the efforts is doing participatory development, by involving the public directly in the planning, implementation, and supervision. Related institution that could support are : the government, academia, and NGOs. Keywords: development, nature conservation, social conservation, sustainability, welfare

INTRODUCTION As part of the social and economic arena world, Indonesia has always wanted to put myself as an element that continues to move to follow the progress of globalization and modernity. So much hope seems followed by various steps, so that Indonesia is not just taking a passive role as a spectator only, but also able to move and play an active role in the rate of the international economic dynamics of social development. As a consequence of this situation, Indonesia was well aware that this reality must involve inter-sectoral preparedness includes the integration of natural resources (NR) and human resources (HR). One of the potential that can accommodate both of these is the tourism sector. As a part of the dynamic movement, Indonesia as one of the actors in the field of world tourism. Although not at the peak of world tourism, Indonesia ranks 74th of 139 countries in the Tourism Competitiveness Index and the World Travel (Tourism and Travel Competitiveness Index or TTCI) that was launched by the World Economic Forum (WEF) in 2011. This rating is below Singapore, Thailand, and Malaysia position. But that does not mean that the role of the tourism sector can be ignored. In the sector of state revenues, the Central Statistics Agency (BPS) shows that tourism on fourth ranks as revenue accounted for in the budget 2014. The full data are: oil and gas (32 633), then there is coal (24 501), crude palm oil (15 839) , then tourism has a number of 10 054. On the other hand, are quite encouraging development is the existence of the data according to Dirjen Immigration and BPS (reprocessed by Kemenparekraf Media Centre), on the number of foreign tourists visiting the country in January-February 2015. The report explained that the number of foreign tourists has undergone considerable development significantly, compared to 2014, which is an increase of 3.71% from 1,455,745 in 2014 and 1,509,692 in 2015. Therefore, the movement of the tourism industry is considered capable of providing optimism will increase foreign exchange through encouraging service industries. This condition can not be ignored. Evidently some pretty iconic tourist destinations in Indonesia has been recognized by the world community as a unique attraction, which is not only based on aspects of its natural environment, but at the same time involving the social and cultural conditions that support it. Some areas are able to represent the above mentioned conditions, including Bali, Bromo, Raja Ampat, Bedouin, Dieng and much more. As one of the world tourist destination, Dieng is now trying to polish and develop themselves. Various efforts were done to fullfill public expectations that tourism is not only oriented to the local tourism but also international tourism standards. The regional dan its social culture potency of this society are directing into a lucrative tourism commodity to be managed as well as possible for the welfare of society. As plateau areas, the natural resources developed by relying on agricultural economic activities that put the potatoes as the main commodity. On the other hand, economic activity also move follows the path of nature tourism, which in this area, available unusual environment which covers an area of volcanic craters, lakes, natural gas, as well as the surrounding hills. Another potency that attracting tourism is a typical phenomenon of Dieng society is the existence of children beggars - which attached to the various myths surrounding - inviting social and cultural consequences for the other community. And also, variety of her-

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Social Conservation based on Nation Character Building itage and many artefacts as a part of past civilization - in the form of temples - which till this day is still standing strong and placed as a cultural heritage tourism that very valuable asset. This reality seems not only promise any form of economic benefits for the people alone, but behind it, there are several challenges that can not be ignored. Farming management and the inclusion of tourism not only promises prosperity, but also must be placed in a situation where it is directly related to environmental issues often faced social and community. Excessive exploitation in agriculture and tourism frame a challenge that must be recognized and acted upon by society in a variety of levels.

DIENG NOWADAYS Based on administrative data, the Dieng Plateau district is divided into two regions. Dieng Kulon entry Batur regency in Banjarnegara District, while Dieng Wetan as a part of Kejajar regency in Wonosobo District. Dieng plateau region located at an average altitude of about 2000 meter above sea level, with the relative temperature between 8-22 ° C. This spacious Dieng Plateau approximately 619.846 acres, surrounded by hilly terrain. The majority of economic activity is farming. By utilizing the existing environmental conditions then some vegetable crops developed here, such as, carrots, leeks, cabbage. And also most of this area produces potatoes as its main product. This potatoes, sent to several cities around Central Java, Yogyakarta, Bandung and even Jakarta. According to Pohan and Hutamadi (2010), plateau type in Dieng is caused by the former major eruptions leading to a very wide caldera and buried material from the surrounding mountain slopes. Dieng is still known to this day as an active volcanic area. Some geothermal point savings its power used for power generator and supply to electrical power of Java and Bali. On the other hand, geothermal resources and the crater is also made into an arena Dieng volcanic nature can be said to be rare in the world. Crater area, with sightings activities awesome and filled with a very pungent smell of sulfur into potential land into a typical tourist icon. The uniqueness of Dieng conditions, opening some chance to improve social welfare. The agricultural sector, especially potatoes that have been juggling the lucrative profits majority Dieng land into potato fields, which not only are in the plains region but also to the slopes of the surrounding mountains. On the other hand, economic activity Dieng agricultural sector is also in contact with the tourism sector. This intersection results in their unique characteristics, where villagers have been dealing with modernity and power of capitalism in the tourism sector. That is, the two sectors of the local economy to give hope to the community will be the emergence of well-being that is able to sustain the sustainability of people's lives.

TO GLOBAL LOCAL FARM Potatoes as a major commodity in the agricultural community Dieng have been widely recognized. Not only distribution that touches a very large area, but on the other hand how the process of accompanying farm became interesting study. The regional potential and natural conditions and also thats weather supports cropping pattern, open a golden opportunity for the public to be able to hang up his life in this sector. Agricultural patterns are chosen by the community, making the area the Dieng Plateau region to be very open. Open in this case is, lands there really cleaned of perennials that do not impede the absorption of sunlight needed for the growth of the potato crop. Perennials are left only at certain points that have not been touched by potato farming. Such land clearing, can be seen along the main road to the Dieng Plateau, even as far as can see potato farming area to the top of some hills and mountains surrounding it. Physically, the appearance of the Dieng area is hilly and has a slope that is quite extreme in this particular area has been transformed into a terraced area (terraced agricultural land), similar to the pattern of paddy farmland. Dieng's geographical contours, actually not only bring economic benefits alone, but also to watch out for as a potential natural disasters that can damage the ecosystem community. At first glance, the actual agricultural area presents unique beauty. But behind it there is a potential disaster that could threaten and harm society. Mountainous area that is identical to the corners of even quite extreme slope and steep at certain places, be a potential disaster that should be given more attention. Natural disasters that have a huge potential landslides occur is, especially in the rainy season. Almost every year, the threat of landslides observed in vital areas of society. Even on the main road to the top of the Dieng area this phenomenon is almost certainly inevitable. At the beginning of 2015, the landslide area has eroded the road, leaving only half of the road which can be passed with small vehicles. In such a situation, the rate of mobility is hindered. Vehicles must be alternately in and out of the area one by one if you still want to use the main road.

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Proceeding of 4th International Conference on Education and Social Sciences If they won't do that, then the choice of an alternative path with the distance farther into the forced choice made by the people. Especially if this kind of landslide disasters also threaten lives. However, sometimes a disaster situation occurs without any early signs that recognized by the community. Potential landslides, are not the only threat of natural condition in Dieng society. Agricultural intensification which involves a modern agriculture also carries a significant impact on land degradation. Global agricultural methods that use drugs and pesticides manufacturers contributed the condition. Standard of maximum production and quantity of agricultural products which overflows into the main concern for the local community. This land degradation does not have a direct impact on agricultural productivity, but if it happens in a relatively long time and constantly will lead to declining soil fertility. This, will causing in the assuredness of quantity and quality of agricultural production in the future that can not be controlled. In the other words, the pattern of agricultural that emphazing of land exploration by means of excessive expense of sustainability or sustainability aspects. It is not possible, the welfare of the farmers felt nowadays would just be myths and memories for future generations. Associated with it as well, aspects of food security should always be kept to be neglected by the orientation of the quantity of this production. Awareness of land degradation seems new penetrated the small group community. A large part of society, are still considers that the economic needs and achieve economic well-being is the most important thing. Another thing that have to worry about is saving water owned by Dieng area, given the daily life and agriculture is very dependent on the existing water supply. Sudarmadji (2010) explain that the local environment of the lake is also endangered because of the exploitation of agricultural land for these potatoes. Research results explained that the potato crop irrigation is taken from the lake in Dieng region. Because the extraction of water that is this massive amount of water taken from the lake exceeds input into the lake, so that the water of the lake is getting shrinkage. This situation arises a conflict of interest, that is, when at one side of the lake is an interesting tourist attraction and serves as a reserve of water for conservation, on the other side of the lake water is used for irrigation excessive, causing shrinkage of the lake water and high sedimentation. The lake is no longer attractive for tourism.

PROMISING TOURISM SECTOR Natural and social conditions which is unique and distinctive in this Dieng area, also open up opportunities for the development of other sectors, namely tourism. Several types of models developed by the community of tourism related to the natural and social advantages are as follows: nature tourism, historical tourism, spiritual tourism, and socio-cultural tour. Natural attractions offered Dieng society is related to the potential geographic region. As a volcanic region with active status, a variety of volcanic activity can be easily found here. Some of the active crater at Dieng area, can still be found along the entire activity. Crater Sikidang, Sileri, Candradimuka and Sinila, as some pretty well known crater as a representation of the active volcanic activity. Smoke billowing from a distance, the roar of the boiling cauldron and the sulfur smell was overpowering be unusual sights of interest in the region. Volcanic activity which may never be seen directly by the general public, into a reality that is so close to humans. Lakes as some result of volcanic activity are also a mainstay of this nature, include: Telaga Warna and Pengilon. Lately, this region also began to be developed of the sunrise tour by climb hills or mountains around this area. Sikunir hill became one of some options that can be enjoyed by the tourists. Documentation of this nature is also provided in a visual form that played in the Dieng Plateau Theater. In Dieng, some artefacts of ancient civilizations still exist there. Hindu temple complex is built in the 7th century provides a typical tourist experience. The historical record of the past had also mentioned that Dieng is an area of worship or community centers religiosity activities at that time. Some temples, such as: Gatotkaca temple, Bhima temple, Arjuna temple, Semar temple, Sembadra temple, Srikandi temple, Setyaki temple, and Dwarawati temple become historical attractions visited by many tourists. Spiritual tourism is also an attractive choice for tourists who interest in. Frequently visited locations are: Semar Cave, Jaran Cave, and the Cave of the three wells are located between Warna Lake and Pengilon Lake. For tourists, the access using this spiritual tourist locations obtained by contacting the caretaker who was there. Another form of tourism that is no less well known by tourists, is a socio-cultural phenomenon related to the typical community Dieng that their child tangled hair (anak berambut gembel). This tangled hair obtained after the children concerned have a high fever for more than 1 (one) week. This phenomenon is considered as a gift that is not measurable as the embodiment of figure highly respected by the community, namely Kyai Kolodhete. Tangled hair it will eventually be cut, if the child is asked to cut his hair to the desired compensation child items. In the past, the ritual cutting tangled hair is a personal obligation of parents to the child. But for more than 5 (five) years back, started to be managed an event tangled mass of

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Social Conservation based on Nation Character Building hair cutting involving many parties. This event is packed into Dieng Culture Festival (DCF). In DCF, the various series of activities were held, namely: ruwat Gembel, Gebyar Lantern (Gebyar Lampion), Cultural Parade, Dieng Film Festival, and Jazzatasawan (jazz music performances). The real tourism potency bring blessing to the surrounding community. Society now used in contact with the tourism sector. The livelihoods of local communities that were once only focused on agriculture alone, now began to vary. Earned income is very tempting. One of the activities of the community to meet the market demand is to provide homestay services for tourists. Homestay is made so that tourists can mingle and feel the sensation of living together with local communities. Homestay service provision has been scattered throughout the Dieng, with a variety of prices and facilities provided by the homestay owner. Seeing the potential of tourism, of course, can not be released by the phenomenon of a cottage industry that provides souvenirs for the visitors. Some of the domestic industry began to grow, ranging from processed food potatoes (potato chips), Carica, fungi and etc, and also the product souvenirs such as tshirts, and key chains. Tourism awareness groups (Pokdarwis) also began to be developed to build awareness of the reality of this tourism. Thus the community is expected to be able to adapt to the social and cultural changes that occur by mixing between rural agricultural character with the character of the tourism industry. But often these groups have not been able to be a true representation of the community in developing tourism. In reality this group still be part of the policy at the elite level that has not been grounded, which will not move if the concerned community leaders do not move it. So the phenomenon of social change experienced by the people in this regard are often separated from society itself. Reality in this society by Budiman (in Kristeva, 2015: 64) read as part of the embodiment of the concept of development, where development is never neutral. In this case the development is a concept that is loaded with the value or the value loaded and also loaded with interests. Realize it or not, the values of the local community will be in conflict with those who control the industry. Local communities will be forced to follow the rules that are understood by industrial society. That's opening a big possibility that values of local wisdom in the community will be shifted by the value of the industry which loaded with the accumulation of capital, competition, and lead to social interaction that prioritizes profit only. However, when there is an expansion of the big investors who will take over the management of the local economy. Local values oriented mutual cooperation and social interaction will begin to be replaced with the value for money. This phenomenon is also called the commodification. According to Barker (2005) commodification is the process in which the object is associated with capitalism, quality, and signs become a commodity, ie something whose sole purpose is to be sold into the market. Local values are very personal touch may even ideology and beliefs area will be in the form of mass culture loses its spirit. Examples that can be taken is in the management and implementation of the ritual ruwat homestay Gembel (hair cutting trash). With the rapid flow of tourism that plagued the local community, providing venue in this case is a homestay, become highly developed. Homestay which was originally located in the tourist area of social closer to the community, could be eroded and change management pattern into pure inn oriented economic benefits alone. Destination to enjoy a unique form of travel in the form of community living together, feared to be lost and replaced with the demands of the tourism industry which is oriented on the availability of a place to stay for tourists. That is, that need an understanding of how the homestay management mechanism that can still provide the best possible service for tourists who visit Dieng. Another reality that can be found is shifting sacred values and personal characteristics on cutting tangled hair, turned into tourism commodities created and managed by market interests. That in principle, the implementation ruwat Gembel Hair is not only based on the interests of the values that are believed by the public, but has morphed into a public spectacle sold. Concern that arises is, that this kind of activity can wear a sacred value on rituals are performed. On the other hand, the issue of exploitation will bring up the gap where the benefit is only a small group of people alone, while another large part just a commodity that is "sold" only. CONSERVATION OF NATURAL AND SOCIAL WELFARE FOR SUSTAINABLE Both symptoms that arise both from the agricultural sector and the tourism, strongly associated with Wallerstein's view that development occurs in third world countries are part of the global scenario in the world system theory. Wallerstein (in Kristeva, 2015: 161) confirms that the world system theory perspective, each country or region is seen as an entity that is inseparable from the world system, such as the global economic system. Based on this view, the phenomenon of mobility between countries is the impact of the process of capitalist economic development in various countries. Even Nasution (in Kristeva, 2015: 161) also suggests that, since capitalism is growing and growing outward from the core countries in Eu-

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Proceeding of 4th International Conference on Education and Social Sciences rope, North America, Oceania and Japan, this hemisphere as if it continues to grow with no clear boundaries and eventually gave birth to a global society. This phenomenon suggests that what is happening in today's society Dieng along its development is inseparable with the global phenomenon that is understood by the world community. Dieng community is part of the global community elements that are bound by mechanisms that are understood in the arena system and development of the world. Dieng will not be separated from what happens on the outside. In this case shows also that the world system is able to penetrate the geographical boundaries originally considered would hinder the development of agriculture and tourism, given the location of the Dieng in developing countries and remote located in rural and mountainous regions. In reality, all it is refuted by the growth and development that is understood by the world system that is also able to thrive in masyaraat Dieng. In this case the world system in question is the workings of capitalism that gives promises to the public welfare in it. As a logical consequence, the agricultural and tourism activities that have to deal with the achievements of the welfare of the citizens, so that is often overlooked is how to still get welfare in the present, but do not ignore the sustainability of welfare in the future. That is, the construction of the frame changes in society Dieng should continue to promote the conservation of natural and social conservation. According MIPL, 2010; Anugrah, 2008; Wahyudi and DYP Sugiharto (ed) 2010 (Rachman, 2012) the meaning preservation of conservation significance that conserve / preserve carrying capacity, quality, functions, and capabilities in a balanced environment. So in this case the conservation of both natural and social communities is closely associated with the preservation of quality, functionality, and capabilities in a balanced environment, both in terms of nature conservation, and social conservation. Dieng conservation challenges in society resulting in the global system and the industry has put a society with all its potential in an unfortunate situation. On behalf of the desire for economic prosperity, then sacrifice the things related to the sustainability of society in future generations. Thus, this situation can also be interpreted as a global system's noose that will eventually beat the local wisdom of nature and the social culture. Alternative actions that can be done to make conservation of natural and social conservation is through increasing public participation in the development process or sustainable social change. According Raharjana (2010) the success of development - of any nature, including tourism - it should involve the community as a subject. They, local residents are given the absolute right to participate in determining the future. Therefore, the model of participatory work in this approach is seen as strategic improve the planning process before, or in another language emphasizes learning from and with the local community. Community participation can be done starting from the planning process, the process of implementation and monitoring process. In this planning process, the public are invited and given facilitation to be able to identify the various things related to the basic needs of both agriculture and tourism management. This process can be carried out through the base of social institutions and groups that have formed tourism awareness in the community, which may involve elements of academia and government. Having identified all the needs of society, then it is no less important is how the process of implementation of the activities that have been planned in advance. Government support in the implementation process has become very important, given the results to be obtained in each item of activities is also very close relationship with the government. The regulatory process is also done by the people themselves with the facilitation of multiple stakeholders such as: academics, NGOs, and government. Thus Dieng society not only as an object to development and social change, but being part of a social movement that is able to bring sustainable prosperity as well. That is, the welfare not only for today, but also provide opportunities for the welfare of future generations

CONCLUSION Issues and increasing the level of economic well-being of society, become a reality for the entry of the natural environment and social exploitation that occurs in society. On behalf of the welfare of a moment, then made a massive exploitation of the natural and social aspects through agriculture and tourism in Dieng. The threat of environmental damage and the changing social values in society become important things to deal with welfare issues. But that does not mean nothing can be done. Participatory development that makes the local community as an actor or subject of development is one of the alternative actions that can be taken.What is important is the support of the various stakeholders who can do the facilitation and mediation for the active participation of this communityVarious stakeholders include: government, academia, and NGOs.

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REFERENCES Barker, Chris. 2005. Cultural Studies : Teori Dan Praktik. Yogyakarta: Kreasi Wacana. Ditjen Imigrasi dan BPS. 2015. Mengenai Jumlah Kunjungan Wisatawan Manca Negara Yang Pada Januari-Februari 2015, Distribusi Bulanan Kunjungan Wisatawan Mancanegara Ke Indonesia. Hidayatullah, Muhammad Syarif. Menjadikan Indonesia Tujuan Wisata Dunia (30 Maret 2014), diunduh dari https://www.selasar.com/ekonomi/menjadikan-indonesia-tujuan-wisata-dunia pada 12 April 2015 pukul 11.25 WIB. Kristeva, N.S.S. 2015. Kapitalisme, Negara Dan Masyarakat. Yogyakarta : Pustaka Pelajar. Pohan,Mangara P., dan Hutamadi, R. 2010. Mineral Ikutan Pada Lapangan Panas Bumi Di Dataran Tinggi Dieng. Dipresentasikan Dalam Kolokium Badan Geologi, Kementerian ESDM, Bandung, 3-4 Februari 2010. Pusdatin Kemenparekraf. 2015. Distribusi Bulanan Kunjungan Wisatawan Mancanegara Ke Indonesia. Rachman, Maman. 2012. Konservasi Nilai Dan Warisan Budaya. Indonesian Journal Of Conservation Vol. 1 No. 1 - Juni 2012 [ISSN: 2252-9195] Hlm. 30—39. Raharjana, Destha Titi. 2010. Membangun Pariwisata Bersama Rakyat (Kajian Partisipasi Lokal Dalam Membangun Desa Wisata Di Dieng Plateau). Jurnal Kawistara. Sudarmadji. 2010. Dampak Perubahan Penggunaan Lahan Terhadap Lingkungan Danau Di Dataran Tinggi Dieng, Jawa Tengah. Prosiding Seminar Nasional Limnologi V Tahun 2010

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SOCIAL INNOVATIVE LEARNING OF NATION BUILDING CHARACTER Hendri Purwito, Yuwanti Ariani Wirahayu Department of Geography, State University of Malang ABSTRACT The quality of education in Indonesia is relatively still needs to be improved, on the other hand, the challenges in various areas of life being heavier. Developments in science and technology, particularly in the fields of information, communication, and transportation is rapid, free market escalation between countries and nations is increasing rapidly, and the climate of competition in various aspects of life is getting tougher, which will have an impact also on the character of a nation. Innovative social education plays an important role in the education of the nation's character in order to counteract the effect of the development of science and technology. Keywords: Innovative learning, national character, Social

INTRODUCTION The presence of information andcommunications technology accelerate the process of globalization. Globalization touches all the important aspects of life. Globalization creates new challenges and problems that must be addressed, resolved, in an effort to harness globalization for the benefit of life. Globalization itself is a term that emerged about twenty years ago, and started so popular as a new ideology about the last five or ten years. As a term, globalization is so easily accepted or known by public worldwide. Process of globalization discouseis characterized by the rapid of development of science and technology so that they can fundamentally change the world. Globalization is often discussed by many people, ranging from economic experts, to ad sellers. In the words of globalization entails an understanding of the loss of a situation in which a variety of movement of goods and services between countries around the world can move freely and openly in the trade. With the opening of one state against another, that goes not only goods and services, but also technology, consumption patterns, education, culture and others. The concept of globalization by Robertson (1992), refers to the narrowing of the world incentively and increase awareness of the world, namely the increasing global connections and understanding of the connection. In this case the narrowing of the world can be understood in the context of modernity institutions and intensification of consciousness of the world can be perceived better reflexive culturally. Globalization is a special phenomenon in human civilization that moves continuously in a global society and is part of the global human process. The presence of information technology and communications technology accelerate the process of globalization. Globalization touches all the important aspects of life. Globalization creates new challenges and problems that must be addressed, resolved in an effort harness globalization for the benefit of life. The discourse of globalization as a process characterized by the rapiddevelopment of science and technology then they can change the worldfundamentally. For that we need for prevention to counteract the effect of the progress of science and technology. Prevention can be done in education, especially social education.

FORMATION OF CHARACTER Etymologically, the word comes from the English character, the character, which means the character or nature. The characters are typical values, good character, character or personality that is formed from the internalization of the various policies that are believed and used as a perspective, think, act, say and behave in everyday life. Characterless person means a person with personality, behavior, character, temper, or character. With meaning as it means the character is identical to the personality or character. A personality trait, characteristic, or characteristic of a person who comes from formations received from the environment, such as family in childhood and congenital (Koesoema, 2007). Florence Litteur, author of the bestseller "Personality Plus" as quoted Fauzone (2009) describes, there are four basic character or pattern of human character. The fourth character is 1) sanguine / popular, 2) choleric / strong, 3) melancholy / perfect, and 4) phlegmatic / peaceful. These four characters each have positive and negative values. Humans rarely have only one character models, often a combination of two, three, or even four characters. What distinguishes the character of the other which is more prominent

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Social Conservation based on Nation Character Building characters or dominate. Meanwhile, Yunmar and Phoa (2013) states that the theory of the fourth division of the character or the character or the human temperament, originally coined by Hippocrates. According Yunmar and Phoa (2013) each character has its own characteristics. Sanguine: This group tends to want popular, want other people liked. His life was filled with color. They are happy to talk, emotional outbursts and transparent. At one point could scream, a few moments later could cry. People sanguine little forgetful, difficulty concentrating; tend to think short and irregular life. Choleric: This group likes of governing people. Due to these properties, many of those do not have friends. Choleric people like a challenge and adventure. They are goal oriented, assertive, strong, fast and agile working on something. For him there is no term is not possible. If it rekindles the spirit, then almost certainly what he would do would be achieved as desirable. Group cholericnot easily give up and succumb. Melancholy: Group melancholy tends orderly, neat, scheduled, arranged according to the pattern, somewhat different from sanguine. Generally they like with facts, data, figures and in-depth thinking about everything. When in a meeting, people sanguine dominate the conversation, the melancholy tend to analyze, to think, to consider. When speaking of what he says has been well thought through. They always wanted to perfect and orderlycompletely. Phlegmatic: This group does not like conflict, because it is what will be done, even if they do not like. For him peace is everything. If problems do arise, then they will try to find a peaceful solution. They want to lose even willing sick, as long as the problem is not prolonged. Phlegmatics less vibrant, less regular and cool completely. Tend to be quiet, calm, and when solving problems generally very pleasant. With patience, would be a good listener, but when they told me to take the decision they tend to procrastinate. Back to the understanding, the characters are typical values, good character, character or personality that is formed from the internalization of the various policies that are believed and used as a perspective, think, act, say and behave in everyday life. In the National Policy Development National Character, character is defined as typical values-good (to know the value of kindness, would do good, real good livers, and impact both on the environment) are inscribed inside and translated into behavior. Coherently radiating character of the results if the thought, though heart, sports, and though feeling and intention of a person or group of people. Character is the hallmark of a person or group of people that contain values, abilities, moral capacity, and fortitude in the face of difficulties and challenges (Government of the Republic of Indonesia, 2010). Ministry of Education (2011), has identified 18 character value that needs to be imparted to students who come from religion, Pancasila, Culture, and the National Education Goals. Eighteenth values are: 1) religious, 2) honest, 3) tolerance, 4) discipline, 5) hard work, 6) creative, 7) independently, 8) democratic, 9) curiosity, 10) the national spirit, 11) love of the homeland, 12) to appreciate the achievements, 13) friends / communicative, 14) pacifist, 15) likes to read, 16) care for the environment, 17) social care, 18) responsibility. Although there are 18 values have been formulated forming the character of the nation, in every education unit can determine its development priorities. These selections of the values stand of interests and conditions of each educational unit. This is done through the analysis of context; so that the implementation is possible there are different types of value-developed character. Implementation of the values of the characters that will be developed can be started from the values essential, simple, and easy to implement (MONE, 2011). This nation is sick, frequent social conflicts, both horizontally and vertically. Fights between students, between members of the council, corruption is still rampant, but they are indications of corruption is the tie that is born of the prestigious campus and abroad. Indigenous polite, tolerance, respect for others, friendly faded. Our nationinclude imitative nation. Foreign culture does not everything can be imitated. Indonesian nation condition being torn by the various parties acts that damaging the character of the nation. Not a few intellectuals who became brain birth of corruption, collusion, and nepotism. This issue arises because of the erosion of national character truth universally acknowledged. National character is meant the whole nature that includes behaviors, habits, preferences, abilities, talents, potentials, values, and a mindset that is owned by a group of people who want to be united, felt himself united, have a common destiny, origin, ancestry, language , customs and history of the nation. Various alternatives to overcome the crisis of character have been done by the government, among others, through character education. Education is an alternative for preventive act. That's because the nation's education to build a new generation of better Events Calendar (2010: 1). Marimba (1981: 19) says that education is guidance or leadership conscious by educators for physical and spiritual development of learners towards the formation of a major personality. According to Ki HajarDevantoro (in Ahmad 1981) education is guidance in life growing child. Education is not only aimed at forming students for intelligent smart, knowledgeable, and

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Proceeding of 4th International Conference on Education and Social Sciences intelligent but also oriented to human form noble character, personality and have good morals. According Tilaar (1999) Education also should pay attention also should pay attention to culture as a result of the cultivation of creativity, taste and intention of one's personal development through education IPS is not directly visible result, but at least through IPS education will equip the ability of someone in selfdevelopment through social skills in life . INNOVATIVE EDUCATION According Sumaatmadja (2006) to foster students become good citizens, who have the knowledge, and social awareness useful for him as well as for society and the State. Meanwhile, according to Kuhn in Supriya (2014) Social learning has a sociological foundation that will give you the basics of sociological against institutions and educational institutions in the process of constructive social change, while according to the Supriya(2014) Social learning will provide socio-cultural changes in society. Learning Social Sciences (IPS) should be able to develop the potential of students to be sensitive to the social problems that occur in the community, having a positive mental attitude towards improvement of all inequality and resolve any problems that occur dailyskillfully. Whether that befallsthemor affected the society. Learning and development of social knowledge to enrich the lives of students by developing abilities (abilities and power) in the environment and train students to place in a democratic society, where they make their country a better place to live. These objectives can be achieved when the programs IPS in schools where students are nurtured andforgedorganized properly. According to Skeel (in Gunawan: 2013) Social learning functions include helping students to develop the ability to self-understanding of personal, helping them to know and appreciate the global community with cultural diversity, introduced the socialization process, provide an understanding of the importance of considering the past and the present in make decisions for future dating, develop skills to analyze and solve problems and to guide growth and development, participating in activities in the community. According to Al-Mukhtar (2004) Social learning in school today are presented in the form of factual, dry concepts, teachers meet the curriculum targets, is not concerned with the learning process because the IPS saturate and boring, for it should be a learning innovation IPS. If the IPS still learning with the old model so social learning can not change socio-cultural in the community, as expressed by Kuhn in Supriya. Social learning education emphasizing to education and equipping the learners. The emphasis of learning is not limited to the efforts stuffing learners with a number of concepts that are mere rote, but rather lies in an effort to enable them to make what he had learned as a provision in understanding and participating in community life diving environment, as well as the provision for him to continuing education to a higher level. This is where the real emphasis on the educational mission of the IPS. Therefore, the design of teacher learning should be directed and focused in accordance with the conditions and the development of students' potential for learning is done really useful and beneficial for students (Kosasih, 1994; Hamid, 1996). Innovative learning is learning that is student-centered, that is, learning more provide opportunities for students to construct knowledge independently (self-directed) and is mediated by peers (peer-mediated instruction). Innovative learning based on the constructivist paradigm.Innovative learning constructivist paradigm helps students to mengiternalisasi, reshape, or transform new information (Oentoro, 2010: 376). Development of learning that is needed today is an innovative learning that provides a conducive climate in the classroom in the development of reasoning power, the power of inquiry and student creativity. Teaching and learning strategies have a big influence in the teaching and learning activities (Susatyo, et al., 2009: 463). Innovative learning is characterized by encouraging learners discover new ideas and encourage learners make things new. Innovative learning is expected to make the students who have the capacity to think critically and skilled in solving the problem. Students are able to use this as a clear reasoning in the process of understanding something and skilled in making choices and make decisions. In addition, innovative learning is also reflected from the results shown collaborativeinstudents communicative and articulate thoughts and ideas clearly and effectively through speech / oral and written (Hamied, 2009: 102). The learning model can be used as a pattern option, meaning that the teacher may choose appropriate learning model and efficiently to achieve the goals of education. Rusman (2011: 189) divides innovative learning models to 9 kinds, namely: 1. Contextual Learning Model (Contextual Teaching and Learning), a concept study that can help teachers link between the material being taught by real-world situations students and encourage students to make connections between the knowledge possessed by the application in their lives as members of the family and society (Nurhadi, 2002 in Rusman, 2011: 189).

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8. 9.

Cooperative Learning Model (cooperative learning), is a form of learning in a way students learn and work in small groups in a collaborative whose members consist of four to six people with a heterogeneous group structure. Problem Based Learning Model (PBM), is the most significant innovation in education. Problembased learning curriculum helps to enhance the development of lifelong learning skills in an open mindset, reflective, critical, and active learning. Thematic Learning Model, is one of the models in integrated learning (integrated instruction) which is a learning system that allows students, either individually or in groups, actively explore and discover concepts and principles of holistic science, meaningful, and authentic. Computer Based Learning Model, the learning activities conducted through a computer system. Computer-based learning is strongly influenced by cognitive learning theory model of information processing. Web-Based Learning Model (E-Learning), an application of web technology in the world of learning for an educational process. The learning model is designed to integrate web-based learning in the conventional face to face learning program. AJEL Learning Model (Participatory, Active, Creative, Effective, and Fun), is a model of learning and becoming guidance to act to achieve the intended purpose. With the implementation of active and creative learning, the expected development of a wide range of innovative learning activities to achieve the goals of participatory learning, active, creative, effective, and fun. Independent Learning Model is learning that provide flexibility for students to be able to select or define their own time and way of learning in accordance with the provisions of the credit system of the semester in school. Lesson Study, is one of the development efforts to improve the learning process conducted by a group of teachers in a collaborative and ongoing, in planning, implementing, observing, and report the results of reflection learning activities.

Teachers are required their professionalityin making the learning process with an innovative learning model by placing learners as subjects of learning instead of learning objects, as well as to gain knowledge learners concretely and independently. One innovation that accompany learning paradigm is formulated and aplicated innovative learning models constructivist oriented. Innovative learning models under the auspices of the constructivist theory, among others (Suhardiyanto, 2009: 69): (1) Cooperative Learning (cooperative learning); (2) Teaching Models Direct (Direct Instructions); (3) Teaching contextual (Contextual Teaching and Learning) As explained previously, that the crisis has structural character, the character education should be holistic and contextual. Structurally it means to build the character of the Indonesian nation starts from family, school, community and country. The model developed is an attempt to conduct a holistic character education involving aspects of "knowledge, felling, loving and acting" (Ratna, 2005: 2). Contextual aspects related to the core values necessary to establish the strength of character of the nation began to be internalized at all levels of society. With a holistic approach and contextual can shape the character of people in all walks of life. Lickona (1991) defines the character as the nature of a person in response to a moral situation, which is manifested in action through the conduct of the tub, honest, responsible, and respectful of others and other noble characters. Aristotle said that it is closely related to the characteristics of habit or custom made continuously. So the concept is built on this model is the habit of the mind, habits of the heart and habit of the hands (Ratna, 2005: 1). Character development can be seen as a component of moral development that does not include religious connotations (Weinberg & Gould, 1995). Character development and moral development will be used interchangeably and refer to the experience of one's cognitive processes when developing abilities related to moral issues. According to Solomon et al (1990) in the learning activities in the classroom, the moral problems that arise usually includes situations where students are challenged simultaneously embodies a balance between the rights and responsibilities of themselves with the rights and responsibilities of others. Students demonstrate moral development as adults if they have the will and ability to struggle to find a balance between the needs of self and other needs. Learning management raises a variety of situations in which students must make decisions about the needs of her rights with the rights and responsibilities of other students. These events often arise, then the teacher must determine the appropriate strategy to deal with moral issues and character development of students through learning is lifted from real life situations. Learning activities in building the character's ability to lift the existing problems in daily life if properly managed and handled by competent teachers can develop character. Thus, the role of the teacher in the classroom in developing is being the strategic character.

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Proceeding of 4th International Conference on Education and Social Sciences According to Gough (1998) final destination of the character development is everyone's reached the point where doing "good" becomes automatic or accustomed to, such as learning skills through sustainable practices, morally right action becomes natural and consistent, and so on. In the context of life in the school, it is appropriate that the students imitate the teacher who is honest, trustworthy, fair, respectful and responsible in their actions. In a recent study on the development of character through education in the classroom, Solomon (1997: 41) concluded that the activity in a well-organized classroom can increase positive moral growth. Solomon further stated that the evidence showed, no character development, moral maturation process is not likely to occur. The teacher in the classroom has the responsibility and the opportunity to create a situation to improve students' character development.

CONCLUSION Substantively, during class activities, and in the face to face interaction between teachers and students, teachers must continually emphasize the importance of character forming. When teachers know that the activities students are not appropriate, and then the teachers have an obligation to justify the behavior of the students, even the teachers are required to disclose to students that what he did was not right. Of the teachers have their own way in conveying the message to students? For example, when the teacher saw one of the students who earn good grades doing his impersonation of an exam day, the teacher shall reprimand the student, if necessary give a bad score for reasons of work imitating friends. This method can be an effective way to provide a deterrent effect on students who do impersonation of another student's work. It has become the work of teachers to help students to internalize moral values, such as honesty, trust, fairness, respect, and responsibility. To that end, teachers need to provide role models of how to behave according to the rules and positive moral force in life. For example, when students are asked about certain subjects, teachers are required to explain it as well as possible. Similarly, the teacher told the students to be honest about something that he himself less understands more about the questions the students during the learning process applies. It must be recognized sometimes moral action requires courage someone teachers, though the action taken by the teacher did not enjoy a lot of people. Teachers need to set an example that efforts to improve student morality must be taken seriously even if it is faced with tremendous pressure. Teachers can also provide an opportunity for students to demonstrate their commitment to act morally, such as the actions of students refused to cheat on the exam, laid about their age when following a particular selection, and the like. All this shows that the students have learned that such activities are not morally justified. REFERENCES Bendesa, K.G. 2011. Model Pendidikan Karakter di Universitas Udayana. Makalah disampikan pada Workshop Institusional Pemantapan Sistem Penjaminan Mutu Fakultas dan ISS Universitas Udayana Tahun Anggaran 2011. 23 Agustus 2011. Damayanti Deni, 2014.Panduan Implementasi Pendidikan Karakter di Sekolah.Jakarta: Araska Depdiknas. 2001. Kamus Besar Bahasa Indonesia. Pusat Bahasa Departemen Pendidikan Nasional. Balai Pustaka. Jakarta. Fanzone. 2009. Resensi Buku Personality Plus (Kepribadian Plus). Pengarang Florence Littaeur. http://id.shvoong.com/books/guidance-self-improvement/ 1859319 - personality- pluskepribadian-plus/. Akses: 29 Agustus 2013; 07:10 AM. Hamied, Fuad Abdul. 2009. Model Pembelajaran Inovatif di Era Global (Suatu Kajian Perbandingan di Negara Maju). Jurnal Ilmiah Pendidikan. Vol. 1, No. 2. Halaman 95-110 Hidayatullah Furqon. 2010 . Pendidikan Karakter : membangun Peradaban Bangsa.Surakarta: Yuma Pustaka Gunawan Rudy, 2013. Pendidikan IPS (Filosafi,Konsep dan Aplikasi). Bandung: Alfabeta Kartadinata, S. 2009. Mencari Bentuk Pendidikan Karakter Bangsa. Makalah. Fakultas Ilmu Pendidikan. Universitas Pendidikan Indonesia. Bandung. Kemendiknas. 2011. Panduan Pelaksanaan Pendidikan Karakter. Badan Penelitian dan Pengembangan Pusat Kurikulum dan Perbukuan. Jakarta. Koesoema, D.A. 2007. Pendidikan Karakter: Strategi Mendidik Anak di Zaman Global. Grasindo. Jakarta. Marzuki. 2013. Revitalisasi Pendidikan Agama di Sekolah dalam Pembangunan Karakter Bangsa di Masa Depan. Jurnal Pendidikan Karakter. 3 (1): 64-76. Oentoro, Jimmy B. 2010. Indonesia Satu, Indonesia Beda, Indonesia Beda. Jakarta: PT Gramedia Pustaka Utama Pemerintah Republik Indonesia. 2010. Kebijakan Nasional Pembangunan Karakter Bangsa Tahun 2010-2025. Jakarta. Rusman. 2011. Model-Model Pembelajaran: Mengembangkan Profesionalisme Guru. Jakarta: Rajawali Pers

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Social Conservation based on Nation Character Building Sari, N.K. 2013. Pendidikan dan Pembinaan Karakter Bangsa. http://nurii- thaa.blogspot.com/2013/04/pendidikandan-pembinaan-karakter-bangsa.html. Akses: Rabu, 28 Agustus 2013; 08:51 AM. Suhardiyanto, Andi. 2009. Peningkatan Kualitas Pendidikan Melalui Model Pembelajaran Kooperatif Berbasis Konstruktivistik. Jurnal Lembaran Ilmu Pendidikan. Vol. 38, No. 1. Halaman 68-77 Supriyoko Ki 2011 . Pendidikan Karakter. Jakarta: Samudera Biru Susatyo, Eko Budi, dkk,. 2009. Peningkatan Hasil Belajar Kimia Melalui Strategi Interactive Question and Reading Orientation Berbasis Problem Posing. Jurnal Inovasi Pendidikan Kimia. Vol. 3, No. 2. Halaman 463-468 Suyatno. 2010. Peran Pendidikan Sebagai Modal Utama Membangun Karakter Bangsa. Makalah disampaikan pada Saresehan Nasional „Pembangunan Pendidikan Budaya dan Karakter Bangsa‟. Kopertis Wilayah III. Jakarta. 12 Januari 2010. Vasdhev, G. 2012. Happiness Inside. Noura Books (PT Mizan Publika). Jakarta. Widayanto. 2013. Mengimplementasikan Pendidikan Karakter Bangsa di Lingkungan Sekolah dan Masyarakat. Widyaiswara Madya BDK Surabaya. http:// bdsurabaya. kemenag.go.id/file/dokumen/PBKB1.pdf. Akses: Rabu 28 Agustus 2013; 09:03 AM Yunmar, R.A. dan Phoa, V. 2013. Aplikasi Kepribadian Berbasis Jaringan Syaraf Tiruan Menggunakan Multi-Layer Perception. S2 Ilmu Komputer Universitas Gadjah Mada Yogyakarta. http://freefile.kristopherw.us/uploads/xeon/jst_ temperamen_ dengan_ perceptron.pdf. Akses: Kamis, 29 Agustus 2013; 07:43 AM. Wibowo Agus, 2012. Pendidikan Karakter. Jakarta: Pustaka Pelajar

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Proceeding of 4th International Conference on Education and Social Sciences

AN ANALYSIS ON THE CITY DWELLERS' URGENCY FOR IN RELATION TO THE GROWTH OF OPEN GREEN SPACE IN ORDER TO INCREASE A CONSERVATION-BASED OXIGEN OF CITY DEVELOPMENT IN PEKALONGAN Heri Tjahjono, Muh. Nur Setyawan Department of Geography, Faculty of Social Sciences, Semarang State University ABSTRACT This study is aimed to determine the direct development of an open green space based on the analysis result on the oxygen urgency by the population. The data used are, the number of population, vehicles and industries. Whereas for oxygen availability is obtain from the opene green area existing. The study uses a gerarkis approach. The result of this research shows that Pekalongan has approximately 741.645 open green area. Based on the gerarkis method, that open green space is unable to fulfil proper oxygen for the population,vehicles, and industries. Thus, from the data above the writer also computes the need and availability of oxygen in every adminstrative district (kelurahan). The adequate amount of oxygen in every district is obtained from the disparity between oxygen availability and demand. So that it is known whether a district should need an open green area or not. This research also uses ArcGIS 10.1 software to overlay / combine oxygen availability and oxygen demand maps. Thus, the district which has enough oxygen (0 disparity) is classified as a non-need additional open green area, and the vise versa. The district in need for open green area will be used as a plan for an open green space development. The computation results in a model map on planning development of open green space based on oxygen urgency in Pekalongan. Therefore, as conclusion only 26 of 47 districts in Pekalongan that have adequate oxygen, the rest of the number, 21, have not. It is suggested that the development of open green area can be equal in all districts/ areas, so that they are able to have adequate oxygen supply. Keywords: oxygen urgency, open green space

INTRODUCTION An increasing of city landscape exploitation in the name of developing the city facilities, which includes the escalating technology, industry and transportation, is not only changing the city landscape natural konfiguration, but also confiscating the land and other open spaces. This depreciates the existance of OGS in general, that is often considered as an uneconomical sided land. On the other hand, the modernisation and more tracks in transportation as a part of the city resident welfare-boosting have enlarged the number of pollutant leading to some discomfort in the city region. Open Green Space (OGS) is crucially essential to stabilize air condition in the city. Creating OGS may support a sustainable city life. Many people leave their hometowns or villages in order to get a better life by opening bussiness and living the city. By mean to give a contentment for those living in the city, the development of open green space, assumed 30% of total area, has to be accomplished. This is in accordance to Undang-undang No. 26 / 2007 about Space Layout stating that the minimum portion for OGS in the city is 30% of the total area. According to Fandeli (2004) in Wahid (2013) the city open green space is part of its space layout functioning as a reserved area. Open Green Space consists of City Parks, City Green Forestry, City Green Recreational Area, City Green Sport Area, and City Green Courtyards. The readiness of OGS in teh city may become the source of oxygen to create contentment in the area. An ignorant activity which results in the loss of green environtment will decline the quality of city environment. It would be better if people are aware about the function of OGS for the city area. OGS is purposed to increase the life and environment quality in the city so that the citizens welfare and healthiness can be maximized. Based on its functions in Open Green Space masterplan for Pekalongan, OGS purposes, (1) as recreational place where the residents are able to undertake some frivolous activities such as, sports and sight seeing, (2) as a vocational place where residents might be able to value the land by doing food farming, gardening and houseplants industry, (3) as a reservation area, wherein the administrators are able to preserve the city elements such as, the river banks and sewers functioning as the city corridor, (4) as a shelter to protect vital object , for example, preventing people from dangerous elements in green area; high voltage

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Social Conservation based on Nation Character Building plant, millitary instalation, and power plant, (5) as a supporting area for natural conservation in which it may prevent landslides since the river banks are well-protected and water permeating area is provided. (6) as an alternative area for the city‘s future development. The impact of open green space shortage is a contrast difference between oxygen suppley and oxygen demand. This leads to discontentments to living in the city. The growth of office buildings constructions, population, as well as pollution have played a big role in the lacking of oxygen supply in the city. The entire community along with the local government should be able to initiate the city OGS amid the development of eco-park, green tracks, and greening activity. Therefore, in order to create a desired green city fulfilled with 30% of OGS, it needs a piloting model for developing Open Green Space. The purposes of this study are, (1) Finding the distribution of OGS eksisting in the city of Pekalongan, (2) Analysing and determining the amount of OGS needed in the city of Pekalongan, (3) Determining a model for developing OGS in the city of Pekalongan. The form and extent of OGS define certain criteria, that is, environment. It relates to the important benefit of the city‘s Open Green Space, in this case, micro-climate conservation, beauty, also flora and wildlife conservation. One example of OGS is the city forest. It consists of plants or wooded area giving a huge value in form of protection, aesthetic/artistic, recreation, and others. The city‘s open green space (RTHKP) is part of an open space in the city filled up with vegetation/plants in sustenance with its ecology, social and culture, economic, ans asthetic benefits. (Internal Affairs Minister Regulation no.1/2007). Oxygen, produced from a photosinthesis process is, indeed, very crucial for living thing including humans. Without it humans die instantly. This process, done by green plants is essentially needed for sustaining life on earth. Photosinthesis is a process in which the sun energy is changed into chemical energy inside the green plants. This energy is then used by other lives that are unable to conduct the process, like humans, animals, and micro-organisms (Soemarwoto, 2004). The air is in the form of gas that humans never think of having a shortage of it. (Slamet, 1994 dalam Wahid, 2013). However, in its progress, especially in the cities, the air has been assorted by pollutant in form of tiny dense particles that may be harmful even poisonous for humans health.

RESEARCH METHOD The object area for this study is the city of Pekalongan and the sample population is the open green space in the city. Element of study (variable) is oxygen emission for open green space which includes, (1) Emission from vehicles, population and industrial machineries; (2) green open space data eksisting; (3) Map of Model for developing open green space (Peta Arahan Ruang Terbuka Hijau/RTRW) of Pekalongan. The writer uses a secondary data, such as ; (1) Number of population, vehicles, and industrial machineries; (2) map of RTRW Kota Pekalongan; (3) Quickbird Satellite image of Kota Pekalongan year 2012. The satellite image of open green space has been re-digitalized for the purpose of field research and observation. Data analysis uses, (1) Descriptive technique to illustrate the condition of OGS in Pekalongan, (2) Overlay technique to analyse the need for OGS and the direct development, by using Arc.GIS 10.1 software; (3) a quantitative data analysis is applied for estimating the need for oxygen to comfortness, freshness, and additional OGS in Pekalongan. Table 1. The need for oxygen based on each type of consumer Consumers

Category

The need for O2

Findings

Residents

Humans

0,864 kg/day

Vehicles

Bycicle

0,58 kg/hrs

Operational time 1 hrs/day

Industri

Passenger cars Carrier/heavy cars Buses Industrial machines

11,63 kg/hrs 22,88 kg/hrs 44,32 kg/hrs 529,41 kg/day

Operational time 3 hrs/day Operational time 2 hrs/hari Operational time 2 hrs/hari Operational time 8 hrs/hari

Source : Wisesa, (1988) in Muis, (2005) The result for oxygen demand is obtained from total accumulation of those that use oxygen- people, vehicles, and industry – in the researched area. It is based on each unit of the district administration. Then,

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Proceeding of 4th International Conference on Education and Social Sciences the availability of oxygen in open green space in each unit of administration is calculated. By overlaying between the map of OGS existing (gained from BAPPEDA Pekalongan city) and Map of administration unit, the calculation of oxygen availability can be obtained. Oxygen availability Volume is tallied by using a Gierarkis approach as stated in Fandeli and Muhammad (2009), wherein every meter square of open green space may produce 54 gram of dried material by means of 1 gram weight of dried plant equals 0.9375 gram/day oxygen production. In the calculation of oxygen demand, it is assumed that, (1) the estimated oxygen demand is only that, which is needed by humans, vehicles, and industry. Especially for vehicles and industry, oxygen demand is the only aspect observed, instead of the emission of CO2. (2) The number of vehicles in and out the city of Pekalongan are considered the same everyday. (3) The estimated oxygen availability is only that produced by open green space by disregarding oxygen suppy from outer area. (4) The calculation of oxygen demand is conducted in each unit of district administration in the researched area. The computation of open green space urgency based on oxygen demand by using Gerrarkis Method as stated in Fandeli and Muhammad (2009) and quoted in Wahid (2013) is formulated as follow:

Lt (m 2 ) 

Xt  Yt  Zt ) (54) * (0,9375)

By definition : Lt : The width of open green space needed Xt : Amount of oxygen needed in an area Zt : Amount of oxygen needed by vehicles Yt : Amount of oxygen needed for industry 54 : Coefficient/Constant stating that in every 1 m2 width of OGS produces 54gr dry weight of plant 0,9375 : Coefficient stating that in every 1gr dry weight of plant equals 0.9375gr/day oxygen production. Open green space is classified into two categories, they are: (1) Public OGS, where its availability and continuation become the local government responsibility. The example of Public OGS are city park, public cemetary, green path along the river banks, and shores. (2) Private OGS. Here, the private institution, individual, and the community are in charge of its accessibility and protection, permitted through the law of open space utility issued by the city authority. The example of Private OGS is private garden or backyard (Internal Affair Minister Regulation No.1/2007). Simond, (1983) in Wahid, (2013) stated that the minimum standard of open space which considers the space need for every area from the lowest rank to the highest is as shown in Table.2 Table.2. Standard Proportion for Public Open Space Hierarchy Area Neighborhood Community City Area/ Regional

Nmb of fam/ Area 1.200

Nmb of Indv./ Area 4.320

Open Space ( /1000 indv.)

Open Space Utility

12.000

10.000 100.000 1.000.000

36.000

20.000 40.000 80.000

Playground, recreational area, house garden Playground, field or park Public open space, park, playground Public open space, park, recreational area, city forest,

Source :Simond, 1983 in Wahid 2013 In Indonesia, the standard proportion for green open space in a city (Imendagri No.14 Tahun 1988) counted by the percentage of the city area extent, that is 30% of the total area should be greening.

RESULT AND DISCUSSION General Description The city of Pekalongan lies on 109°37‘55‖ – 109º 042‘19" East and 6°50‘42‖ – 6º55‘44‖ South. Pekalongan consists of 4 districts and 47 subdistricts, they are: North Pekalongan, East Pekalongan, South Pekalongan, and West Pekalongan. Pekalongan lies on the northern coast of Central Java. Kabupaten Batang is the east border, Kabupaten Pekalongan is the west and south borders, and in the north is the Java Sea.

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Social Conservation based on Nation Character Building Situated on the low land, Pekalongan tilts from the southern area to the northern. The land in the north is mostly even but below the sea level, that makes it often inundated by the sea water during the high-tide period. Laying in the low-land of northern coast of Java causes the north area of Pekalongan to have average altitude only 1 meter over the sea level, and 6 meter above the sea level for the south area. The land‘s average tilt is between 0-5%. The type of alluvial hidromorf soil, is mostly found in Kelurahan/subdistricts Kandang Panjang, Bandengan, Kraton Kidul, Pabean, Kraton Lor, Panjang Wetan, Krapyak Lor, Degayu. The type of dark grey alluvial soil, scatered in the sub-district/Kelurahan Pasir sari, tirto, Kraton Kidul, Kramat Sari, part of Bendan, Tegalrejo, Bumirejo, part of Medono, Pasir Sari, Buaran, Banyuurip Alit, Banyuurip Ageng, Kradenan, Pringlangu, part of Jenggot, part of Krapyak Kidul, part of Klego, part of Poncol, Noyontaan, Landungsari, Kuripan Lor, Dekoro, Gamer. The population in Pekalongan according to census in 2003 is 290.870, consists of 145.450 males and 145.420 females. They are spread in 4 districts with the lowest population, 57.858, in the South Pekalongan District. The highest population, 91.306 people, is in the West Pekalongan District. The road condition in Pekalongan is very dense. The city is considered small, however, it has a good economic progress shown by the amount of vehicles owned by most of the residents, also the industrial life has been growing in competition with other big cities in Indonesia. Findings of the Study The open green space eksisting is gained from manual digitalized vegetation coverage using 2012 a Quickbird image via ArcGIS 10.1. software (Prahasta, 2011). The digitalized vegetation coverage is done with a delineation. A large vegetation coverage, small or mediocre tree, and trees within the house yard are digitalized using minimally 5 m² polygon since the area below the features is difficult to identify in the image. The result of the digital image is then overlayed with the map of RTRW from BAPPEDA Pekalongan so that it will make an existing OGS map. The open Green Space itself consists of OGS field, cemetary, open land, trees, river banks, sewer sides (SUTT), street sides, and others. From the computation, it is stated that the extent of open area existing in the researched ares is 741,6 hectare or 16,3% of the total area. To fulfil the need as required in the regulation of space layout, which is 30%, the city has to add 13,7% more open green space. The OGS in Pekalongan, unfortunately, has not distributed evenly. It only centers in some sub-districts, mostly west areas. This has become the main ground of developing open green space evenly in every sub-district also to fulfil their oxygen demand. Below is the table of the existing Open Green Space condition per district taken by Quickbird digital image and overlay map of RTRW. Table 3. Table of The Existing Open Green Space Condition In Pekalongan Year 2012 No

District Names

Extent

Open Green Space

(ha)

Extent (ha)

Percentage (%)

1

West Pekalongan

1005,85

217,49

4,75

2

East Pekalongan

995,69

190,65

4,16

3

North Pekalongan

1500,87

151,37

3,31

4

South Pekalongan

1076,87

182,13

3,98

4579,28

741,64

16,20

Total

Source Map of RTRW and Quickbird Image Year 2012 Estimation of Oxygen Availability of Open Green Space The estimation of oxygen availability is counted by using Gierarkis approach method as stated in Fandeli dan Muhammad (2009) and quoted by Wahid (2013). In this approach it is assumed that in every meter square of open green space may produce 54 gram of dried material by means of 1 gram weight of dried plant equals 0.9375 gram/day oxygen production. Only the open green space consisting of trees that can be used as oxygen source, such as some trees near houses, fields, city forest, side street, river banks, on railway sides, cemetaries and those laying on public facility. Ricefields are not taken into account since they only contribute a small amount and impermanent. In a day, 741,6 hectare of open green space may produce oxygen in the amount of 375,5ton. Here is the example of estimating oxygen availability is 375,5 ton/day.

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Proceeding of 4th International Conference on Education and Social Sciences Next, oxygen availability in every unit of sub-district administration is calculated in order to find out the accessibility. The calculation uses the data of open green space in the sub-district. The result is shown in Picture 1 as follow,

Figure.1. Map of Oxygen Availability in Kota Pekalongan Estimation of Oxygen Demand The oxygen urgency for the research is that needed by humans, vehicles and industry. Normally, humans need 300 litre oxygen/day. It is more or less 0.25/minute. The amount will increase depending on the also increasing activities. Vehicles needs oxygen while operating. The amount depends on the fuel and time during its operation. In industry the need for oxygen is seen from the use of industrial machines which usually use petrol (solar). According to White et al (1959) as stated in Wisesa (1988) and Muis (2005) humans need 0.864 kg of oxygen everyday. The computation for oxygen estimation is conducted in every unit of district administration in the reseearched area. In 2014, the population in Pekalongan is 290.870 people (data from 2013). The conclusion is, the total oxygen demand in the researched area will be 251.311,68 kg/day. For vehicles, the need for oxygen is classified into 4 vehicle categories; Passenger vehicles, Heavy vehicles (carrier), Buses, and Motorcycles. Wisesa, (1998), in Muis, (2005). Each category needs different amount of oxygen during its operation time. Passenger vehicle usually needs 11,63 kg/hrs (for 3 hrs/day), Heavy Vehicles needs 22,88 kg/hrs (for 2 hrs/day), Bus needs 44,32 kg/hrs (for 2 hrs/day), and motorcycle needs 0,58 kg/hrs (for 1 hrs/day). The study is conducted in every unit of sub-district administration. The result of the calculation is shown in Table 4. Table 4. The amount of Oxygen demand for Vehicles Type of vehicles

Number of vehicles (unit)

Oxygen demand (kg/day)

Motorcycles

39.756

830,11

Passenger vehicles

9.232

13.071,19

Heavy vehicles

516

2.833,46

Buses

188

2.399,66

Total

49.692

19.134,42

Source: Result of Data Analysis research2014

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Social Conservation based on Nation Character Building The computation of oxygen demand for industry uses the equation from Ryadi (1984) in Wisesa (1988) which quoted by Muis, (2005). In every 1kg fuel burning (petrol/solar) needs 2,86 kg oxygen. The estimation of industrial machines operating time for production is generally 8 hrs/day and it needs 185,759 kg fuel everyday. The researched areas covers 223 big and mediocre industries, therefore they take 84.891 kg of fuel for the burning process. Here is the calculation of oxigen demand for the industries. Yt = 223 x 185,759 kg/day x 2,86 kg = 118.473,38 kg/day. With definition: Yt = oxygen demand for industry 223 = the number of big and mediocre industries 185,759 kg/day = fuel required in every production process 2,86 = burning process every 1kg fuel (petrol/solar) From 223 industries in the researched areas, it can be concluded that the oxygen demand everyday is 118.473,38 kg/day. The need for oxygen in the entire researched areas is the accumulative result from total oxygen demand for the population, vehicles, and industry. Thus, it is shown in Table 5. Table 5. Total Oxygen Demand in Kota Pekalongan No

Oxygen Consumers

Oxygen Demand(kg/day)

1

Humans

251.311,68

2

Vehicles

19.134,42

3

Industry

118.473,37

Total Demand

388.919,47

Source: Result of 2015 Data Analysis Research

Estimation of the Demand for Open Green Space The need for an open green space based on oxygen demand in the researched area is approximately 768,2 hectare. Sedangkan luas ruang terbuka hijau eksisting di daerah penelitian sebesar 741,6 hektar. Jumlah perhitungan diatas dapat diartikan bahwa kebutuhan ruang terbuka hijau berdasarkan kebutuhan oksigen di daerah penelitian belum mencukupi dan masih jauh dari batas jumlah yang ditentukan oleh pemerintah pada undang-undang tata ruang. Sebaran ruang terbuka hijau tersebut juga belum bisa merata pada setiap kelurahan daerah penelitian. Ruang terbuka hijau di daerah ini hanya mengelompok di beberapa kelurahan saja, Kelurahan tersebut kebanyakan yang terletak di bagian barat daerah penelitian. According to the calculation only 26 districts which have fulfiled the oxygen demand, and the rest 21 have not. Table 6 below shows the result of estimation of OGS demand in the researched area.

Table 6. Estimation of OGS Demand No

Oxygen Consumers

1

Human

Oxygen Demand (kg/day) 251.311,68

2

Vehicles

19.134.416,16

3

Industry

118.473,37

Total necessity

OGS in Need (Ha) 768,2

Eksisting OGS (Ha) 741,65

OGS Insufficiency (Ha) -26,55

19.504.201,22

Source: Result of 2015 Data Analysis Research Model of Developing Open Green Space The analysis for this research is conducted by operating ArcGIS 10.1 software, in order for the writer to overlay both the maps of oxygen availability and oxygen demand. The district having a sufficient oxygen availability (0 disparity) is classified as a no-additional open green space district. While the district with insufficient oxygen is classified as one in need of OGS, and will be applied as a model of developing OGS.

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Proceeding of 4th International Conference on Education and Social Sciences The model of development in this study devides the class into 3 categories; low development, average, and high. If the disparity between oxygen availability and demand is higher, the district requires a high development of open green space. An interval gap is used as a standard in determining the scoring gap from one to other classes, formulated as below. Highest score = -0,1 Lowest score = -11,49 Total Classes = 3 Thus, the interval gap in every class is : Interval Gap = ((-)0.1 –(-) 11,49)/3 = 3,80 Table 7. Class for Model of Developing OGS No

Class Interval

Category

Figures

1

>= 0

No Development

Oxygen supply is sufficient

2

< 0 dan >=-3,90

Low Development

Need some OGS

3

=-7,70

Average Development

Need more OGS

4

=-11,50

High Development

Need many OGS

Source: Result of 2015 Data Analysis Research Expansively, model of developing Open Green Space (OGS/RTH) in Pekalongan is shown in Picture 2, as below.

Figure 2. Model Map of Developing OGS (RTH) Pekalongan CONCLUSION Based on the results of the study about an exemplary of developing open green space by considering oxygen necessity, thus, we can draw a conclusion. (1) The extend of open green space existing is 741,6 hectare. That amount, unfortunately, has not achieved the 30% of the whole extend. It is only 16,3%, and to accomplish the need for open green space as regulated in Undang-undang No. 26 / 2007 about minimum Space Layout, we have to add 13,7% more; (2) The daily oxygen supply in Pekalongan is approximately 375,46 ton. Whereas, based on the calculation of oxygen demand from the people, vehicles, and industry the average oxygen needed is 388,91 ton. The supply is, then, insufficient. The amount of oxygen in the city is only sufficient for 26 districts, and the rest 21 districts have not obtain enough oxygen supply.

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Social Conservation based on Nation Character Building This shows that the distribution of open green space based on oxygen urgency is unequal; (3) A model of developing open green space is based on the urgency for oxygen in the researched districts. The result is then classified into 4 categories; No-development, Low-development, Average-development, and Highdevelopment. The later category is for 3 districts; Klego, Landungsari, and Sampangan.

REFERENCES Badan Pusat Statistik Kota Pekalongan. 2014. Kota Pekalongan Dalam Angka 2014. Departemen Dalam Negeri. 1988. Instruksi Menteri Dalam Negeri No. 14 Tahun 1988 tentang Penataan Ruang Terbuka Hijau di Wilayah Perkotaan. Jakarta. Departemen Pekerjaan Umum. 2005. Ruang Terbuka Hijau (RTH) Wilayah Perkotaan. Bandung: Lap. Perencanaan Lanskap Departemen Arsitektur Lanskap Fakultas Pertanian – IPB. Menteri Dalam Negeri. 2007. Peraturan Menteri Dalam Negeri No. 1 Tahun 2007 tentang Penataan Ruang Terbuka Hijau di Wilayah Perkotaan. Jakarta. Muis, B A. 2005. Analisis Kebutuhan Ruang Terbuka Hijau Berdasarkan Kebutuhan Oksigen dan Air Kota Depok Propinsi Jawa Barat. Tesis. Sekolah Pascasarjana. Institut Pertanian Bogor. Pemerintah Indonesia. 2007. Undang-Undang No 26 Tahun 2007 Tentang Penataan Ruang. Bandung. Pemerintah Kota Pekalongan. 2011. Rencana Tata Ruang Wilayah Tahun Anggaran 2009-2029. Pekalongan: BAPPEDA daerah Kota Pekalongan Prahasta, Eddy. 2011. Tutorial ArcGIS Desktop. Bandung: Informatika Bandung. Setiawan, Agus dan Hermana, Joni. 2013. Analisa Kecukupan Ruang Terbuka Hijau Berdasarkan Penyerapan Emisi CO2 dan Pemenuhan Kebutuhan Oksigen di Kota Probolinggo. Jurnal Teknik Pomits, Vol. 2, No. 2, Tahun 2013. Soemarwoto, Otto. 2004. Ekologi Lingkungan Hidup dan Pembangunan. Jakarta: Djambatan. Wahid, Akhsin. 2013. Pemanfaatan Penginderaan Jauh dan Sistem Informasi Geografis Untuk Evaluasi Ruang Terbuka Hijau di Kota Semarang. Tesis. Sekolah Pascasarjana. Universitas Gadjah Mada.

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BANJAR TRADITIONAL GAME AS LEARNING MODEL OF SOCIAL SCIENCE EDUCATION IN SOUTH KALIMANTAN Herry Porda Nugroho Putro Lambung Mangkurat University, Banjarmasin ABSTRACT Learning Social Science Education (social studies) continues to innovate, in order to achieve the goal of Social Science Education. Its learning development lies on the characteristics of the students, so that students can catch a holistic reality of social phenomena in the vicinity. Learning techniques which have been developed in a model of cooperative learning show a variety of games. Various regions in Indonesia have traditional games that can be used as a learning technique. South Kalimantan has a variety of Banjar traditional games containing the values of education and character building, the development of Banjar traditional games as learning techniques in social studies lies on learning theories, such as: multiple intelligences, L. Vygotsky, Peaget, Bruner, and Ausubel. Keywords: social studies, cooperative learning, traditional game, learning theory

INTRODUCTION Learning in the 21st century is required to adjust to the demands of the times. The 21st century is marked by the rapid development of science-technology, and information. The developing basis of science is scientific thinking because basically science is scientific. Learning model for the 21st century is centered on students and cooperative work. Teachers act as a mediator, facilitator and motivator. Students are expected to play an active role through scientific learning activity. This form of learning in Indonesia is cooperative learning, contextual teaching learning, and scientific learning. Learning in the 21st century seems to be strange to students, learning models should conform to everyday life such as the contextual teaching students learning. Cooperative learning is grounded in unity in solving the problem. Students solve problems through various models, such as: picture and picture, jigsaw, number of head together, role play, square, talking sticks and so on. Togetherness is a main feature of the lives of children, basically children always do activities together. Both within the family and outside the home. Togetherness is seen from the game children who have lived in various regions in Indonesia. Traditional children's games in various regions in Indonesia is now faded. This is due to the development of technology and electronic media that many broadcast for children. As a result, children nowadays tend to be more sitting in front of the TV or playing with game technology. Schools as educational institutions and cultural institutions have a responsibility to redevelop the traditional children's games. Cooperative in children's games is in accordance with cooperative learning, basically the use of the environmental aspect of students can build interest and motivation to learn. An environment where students play and do activity. The diverse forms of traditional games are in various regions in Indonesia. The variety of traditional children‘s games are based on the characteristics of the environment. Social Sciences Education or social studies have a learning approach that emphasizes togetherness. This is in accordance to the nature of educational science and social sciences which are related to the individual and society. Social problems which become the object of social studies is very complex, thus it needs a holistically-integrated approach, and interdisciplinary. Learning in social studies should be inline with the purpose of social studies which is preparing students to be able to play an active role in society. This paper tries to describe traditional children's games in South Kalimantan as a model for social studies learning. South Kalimantan has a culture that is known as Banjar culture. BANJAR TRADITIONAL GAME Banjar is identical with Banjar tribe in South Kalimantan Province, which is part of the diverse ethnic groups in Indonesia. Growing cultures in South Kalimantan has its own characteristics, different to other regions in Indonesia. This difference is due to the geological characteristics of South Kalimantan, which consist of many rivers and swamps. Traditional games are part of the culture, its appearance is closely related to geography.

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Social Conservation based on Nation Character Building Edi Sedyawati (2008: 60) says that the traditional children's games contained in the various tribes in Indonesia have physical training aspects, speed of thinking (speed and accuracy using words), internalization of social values and the values of a specific art . Gobag Sodor game is such an emphasis on the physical skills, many children's games are characterized by guessing as an exercise of thinking, and a variety of games that contain honesty, solidarity, and sportive. Amir Hasan Kiai Bondan (1953) describes traditional games of Banjar boy, i.e. basingkut, basingki, bagasing, batengger, baasin-asinan, bainting-intingan, babatisan, baasut-asutan, balogo, batjirak, baasam-asaman, bakecek, bakalekeran , bakalajangan, bapedak keminting, batjus. While traditional games of Banjar girls are: bakecek (stone or skin loves), bagiau (shaking the skin of sihi in Parapatan), bararumahan, badjadjualan, bapangentanan, bamamasakan, basasarangan, baranakan, and baelang-elangan. Syamsiar Seman (2008) has written about traditional games of Banjar consisting of thirty five people who had a rare game. The Banjar traditional games are: ba-a-tillers, babanga, babutaan, bacirak, bacukcuk bimbi, badadamaran, badaku, bagasing, bagual, bagulungan, baguguntingan, bahasinan, ba-i-intingan, bajajangkirikan, bajjaratan, bajujukungan, bajujunggatan, bakakapalan, bakalikir, baccarat, bakalayangan, bakakatikan, bakujur, balogo, bapidak, basamsaman, basimban, basusumpitan, batatalipunan, batatapakan, batitimbakan, batungkau, ba-u-review, ba-u-upauan. Banjar traditional games have a lot of value, Syamsiar Seman (2008) formulates some values on traditional games, namely: mutual cooperation, mutual help, friendship, develop imagination, develop creativity, skills training, neatness, and cleanliness, thinking skills, and physical skills. Regional Research and Development Body (2007: 438-491) has brought together thirty-five traditional Banjargames some described as follows. Ba-A-Anakan Ba-a-anakan from the word "child" to get the prefix "ba" (Banjar language) with the repetition of syllables beginning of "a" means to play a kind of wooden boy doll. Tools which are for the game is the wooden from rag-rag cloth, tied or sewn that was cut in a shape like a small man or child-tillers. Can also be a doll made from plastic or ceramic.Ba-a-tillers game is usually accompanied by two or three girls sitting in the veranda of home in the afternoon. Can also be done in the morning as the school holiday, Sunday.Anak-tillers were composed or arranged on a small stool that paved with pieces of cloth or handkerchief. Sitting children each frolic as involved in a particular event, such as the introduction events, meetings and others. The game is made up Air-hours duration until they get bored and dissatisfied and ultimately restore his wooden boy to be used again the next day. Babanga The game is called Babanga, which is taken from the word "Banga" with additional prefix of the word "ba" (Banjar language), a game which is usually done by male children age of elementary school during the day, taking place on the home backyard, above a dry and flat ground, although it is not necessarily large. The tools of babanga game consists of several pieces of rubber seeds. For those who are far from rubber plantations usually use keminting fruit. Furthermore, made a circle of the plate on the ground for a couple of babanga. Players of babanga use "undas", i.e. keminting fruit was selected. Babanga game is usually done by 2 boys, each had agreed to partner as much as 5 or 10 pieces of rubber. Each partner put into a circle. Furthermore, from a distance of about 5 meters from the circle of the couples, both take turns throwing their ―undas‖ toward the circle. Undas that goes into the circle is considered dead and lost their turn. The closest ―undas‖ fell to the circle, become the first to throw the couple with his ―undas‖. The couple who got thrown with undas and out of the circle, one, two or three BIGI, become the right of the one who throw it. Throw with undas interchangeably, depending on the number of players, two or three people. If undas is thrown into the circle, it is also declared "dead" and not allowed to throw it again. Babanga aims to try to get as many pairs of rubber BIGI as possible. If the couple had too little, for example, the remaining 2 or 3 BIGI, the players agreed to add the rubber BIGI respectively of 5 BIGI and the game begins again, A B

Undas A is closer than undas B, so A deserves the first turn t throw his undas to his partner (rubber bigi) in the circle.

Bajujunggatan

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Proceeding of 4th International Conference on Education and Social Sciences The game ―bajujunggatan‖ is taken from the word "junggat", with additional prefix "ba" (Banjar language) and the suffix "an" as well as the repetition of initial basic word "ju", i.e. junggat-junggatan game. The game is made by the child bajujunggatan ren men and also by girls aged of elementary school.They ―bajujunggatan‖ to take place around the house or in the garden at this time of day light. The game consists of a tree or a piece of a strong board with a size of about 2.5 to 3 m. trunk or board is placed exactly in the middle of it it on a stump which is about 40 cm. in order to stem or the board may be on top of the stumps, then on the left and right using the backing with a strong wood. The game is played by 2 bajujunggatan children or 4 children, who each sits on both ends of the rod or the board. Their siting should be balanced, each person (for 2 players) or each 2 persons (for 4 players). Holding on, then they have to move the rod or board by using their feet. At the time of the trunk lifted upwards, then their legs pushing upward, while the next to go down, their legs lifted up, trunk or board seat, they will always be adversely fluctuate between a player next to the other. An interesting thing of this game is their bajujunggatan two strand poem recited three stanzas as you play, one that reads as follows: Junggat batang mancigu. Baju habang adingku. Junggat batang mancigu. Baju habang umaku. Junggat batang mancigu. Baju habang niniku. While playing they remember and praise her sister, mother and their grandmother. Babubutaan Babubutaan game is taken from the word "buta" or ―blind‖ which means can not see. By getting the prefix "ba" (Banjar language) and the repetition of syllables beginning of "bu". The game is done by boys and girls from elementary school age. But, it is never played jointly between girls . The game of babubutaan uses a simple tool that is quite a game which is handkerchief. Then make a circle on the ground boundary of a diameter about 2.5 meters, as the playing field. The babubutaan game is played by at least 3 children and can also be up to 6 children. To determine who is among those who "go blind", then they hold the first "umpimpah" and "basiun". Finally the on who lost basiun goes blind. He/she has to cover his eyes with a handkerchief. The blind really can not see, because his eyes closed tidely. Game begins when one of the players shouted "already!". The blind man stretched out his hands, trying to catch one of his friends who are in the circle line. The players should not be out of the loop line. Friends will be running to escape from the custody of the Blind, the atmosphere becomes festive. If the Blind managed to catch one of his friends, then he may fumble the captured body from the head to the limit of hips. When he/she is already sure who was captured, then the Blind will mention his name. Where exactly is the proper name of the person who called, then it will be a friend of the Blind replacement. But if it is false, then he will remain Blind. That babubutaan game turns holding the role of the Blind until they are tired and satisfied. Ba-i-intingan The game is called ba-i-intingan taken from the word "intingan", with an additional early "ba" (Banjar language) and with the repetition of the syllable initial "i", is a male kids or elementary school age girls. Ba-i-intingan can also be done by a mixture of both types of children which are implemented by taking place at the home yard in the area that is not so wide, as long as the land is dry. Ba-i-intingan only use pebbles of 5 BIGI thumb for each player usually followed by 2 or 5 children. Between 2 or 3 children who will play ba-i-intingan, first they prepare each 5 BIGI gravel. Then set the line the start and finish line, on the start and finish line, each of them make a roundabout line at the plate and put 5 BIGI pebbles at each hole at the finish line. The player that consists of 2 means making a circle 2 x 2 loop, so some are 3 people, means 3 x 2 circles. The game begins with each standing next to the starting circle. After the cue called 1, 2, 3, then they immediately run toward the finish them each to pick up pebbles in a circle at the finish line and then put into a circle at the starting line, which respectively per BIGI stone. Racing to pick up and put down gravel pebbles into the circle, participants should not run by using both feet. But only with one foot, and this is called ba-i-intingan, a funny thing, festive and joyful. During the completion of the finish circle and put into a circle at the start shall, provided that remain with one foot from the start to finish and gravel should not be out of bounds circle. Where the requirement can not be met, then the player is declared lose.

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Social Conservation based on Nation Character Building Bakujur (Bacit) The game is called bakujur, taken from the word "honest" to get the prefix "ba" (Banjar language). Kujur means straight, someone can win this game when he/she can can lie straight kujuran. The game is made by children boys and girls primary school age, also by teenagers and even by adults. The game uses a simple tool, limestone or pencil to make lines on the surface of the board. The lines are in the form of a rectangular box at the side of the 15 x 15 cm to 20 x 20 cm. In the middle of a rectangular box, two crossed lines on all four sides are made. Furthermore, they make diagonally crossed the line from the four corners, so it comes to pass in the middle 9 huddled 45 degree angles. The things function in this game is not angular, but the lines as lane way kujuran child, as shown as follows:

Kunjuran lines are made from 5 BIGI stone with 5 small pieces of wood. Those may also be 5 pieces of paper, cut into sticks 5, 5 pieces of leaves and other miscellaneous pieces with two different types as opposed to.The game is done by 2 opposing players and may be assisted by his friend for a help, because it requires energy. Previously, it allows both players to basiun first to determine who will go first. They may also not to basiun, if they agree who will go first. For example, between two players A and B. Player A has a rectangular paper and B is with cobblestone. Player A arranges a meeting of his kujuran on 5 lines in front of him with the rectangular paper. B also arranges his kujuran on 3 lines in front of him with the cobblestone, as in the picture:

For the first palyer, he usually place the kujuran line at the center position, since the midpoint of that one point which is the requirement for a "stiff" (win). Furthermore, the road turns way forward, to the right, to the left side, backward or diagonally. It depends on the players‘ strategy. Player who can expertly shut or lock the opponent, so that his opponent was forced (opportunities and the opponent) can play with stiff or win. The state of stiff or win is if 5 lines kujuran are positioned straight, either horizontally, vertically or diagonally, which kujuran is definitely one must be at the midpoint. Here are two pieces of the picture in a state of rigid each with stiff diagonally and horizontally.

Kujur Diagonally

Kujur Horizontally

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Proceeding of 4th International Conference on Education and Social Sciences That is game bakujur with a short time can be rigid, depending on the position the child's shrewdness kujuran players on the board. Two players can take turns bakujur indeed, with an attractive and lively atmosphere apa¬bila there are some people who helped in the game. Basamsaman (Balalasaman) The name of this game is called basamsaman, taken from the base word "samsaman" to get the prefix "ba" (Banjar language) is a game that is usually done by the children of elementary school age girls. Sometimes it is also played by the male children. They play in the yard, on a flat dry land. Basamsaman uses simple field on the ground by creating lines of the rectangular shape of the letter T on it big and dihabungkan with circle called gugunungan. Players usually consist of 2 people having shaped stone grain flat with a diameter of about 5 cm, called "undas". This Undas may also be used on pieces, board size of 5 x 5 cm. Prior to bet both the child must first be "basiun" to determine who among the "up" or play first. For example, between A and B, who won basiun is A, then A has the right to play first. A start was standing near the box 1, with lines facing samsaman he threw undas started to box 1. Box that there should not be trampled the undas.

Therefore, A is not allowed to step on box 1 where his undas is placed. He jumped into the box 2 carefully not to be stepping on the line. A jump to the next leg called "ba-inting ting", continue to box 3, box 4, box 5 and 6 boxes he may set his legs (not ba-inting-inting), continue to the mountain of 7 he jumps with both feet and turn around to face back to box 6 he may set his legs. Then, with one foot into the box 5, to box 4, to box 5 to box 2. Then he took his undas in box 1 and then jump out to the original place. A further will continue the game by throwing his undas to box 2. A further, if he managed to go on to the mountains of 7, then with his undas in hand he would throw it (by the relevant how to turn one's back) If undas falls in box 1, for example, to the second box, the box 2 to be his "home". Players together declare "dead", then his position is replaced by another, which in this case when A is declared dead, then he was replaced by B. Things that can be declared dead for a player are: 1. players should use two feet by one foot only, namely bainting-inting. 2. The player stepped on the dividing line. 3. The player stepped on the his undas box. 4. The player stepped on a box that has become home. 5. Players throw undas falls outside the lines. 6. Players throw undas fall into another box that should be addressed. Basamsaman games usually uses quite a long time and hardly even a child can play at the same time can achieve a home or more. He usually "dead" when undas often throw out a line or undas one entry to another box of the addressee.

BANJAR TRADITIONAL GAME AS SOCIAL STUDIES LEARNING MODEL Social Science Education (social studies) is an education based on the development of students, the actual atmosphere around the students is delivered and used as the study material in the classroom. Subjects in social studies education starts from social facts (culture, economics, geography, history) on students, developed in the family, the community (about students, and national), continues to grow widespread. Learning in Social Science Education is based on the 2013 curriculum, students are invited to learn the scientific basis in the form of a scientific approach. The technique used in the learning process is problem-based learning, discovery learning, project learning, inquiry learning. On the learning with a scientific approach, interest and motivation of student to learn can be grown by using the play atmosphere that has evolved in the region, namely the traditional game, with regard to the scientific nature of learning. Psychology of learning as the basis for the development of traditional games for learning, sees child as a student having the universal potential. The continuing education throughout the life cycle of mankind

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Social Conservation based on Nation Character Building have produced ideas to grow the potentials possessed by a student either as individuals or a group. Potentials of students which are grown in education is to prepare them to be mature and independent in carrying out life. Some of the potential have to be built and grown, such as the one pertaining to multiple intelligence. Multiple intelligences continues to grow in line with the child's age, intelligence development can be fostered through the environment which continuely provide a forum to create or creation. Schools as educational institutions also continue to conduct studies to cultivate multiple intelligences of the students. Gardner (Campbell, 1996: xv) describes the human intelligence, that "human cognition is unitary and that, individuals can be adequately described as having a single, quantifiable intelligence." Furthermore, Gardner (Campbell, 1996: xv) defines intelligence as: "the ability to solve problems that one encounters in real life, the ability to generate new problems to solve, the ability to make-something or offer a service that is valued within one's culture. "Gardner described the theory of multiple intelligences known as" multiple intelligences. "Seven intelligence is (Campbell, 1996: xvi)" linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence. " In addition to Howard Gardner, basic educational psychology can be used to develop learning with traditional games are theories of Peaget, L. Vygotsky, Bandura, Bruner, Dewey. Piaget (1929) states that there are four types of processes in the stage of development of a child's cognitive, namely: assimilation, accommodation, conservation, and reversibility. A child is always in touch with the environment to continuously gain knowledge in the form of assimilation into schemata, then there was accommodation. Previous experience of the environment is always combined with new things. This stage is reversibility. While conservation with regard to the child's ability to think logically. Traditional games based applications also by learning the theory of Vygotsky (1994, 339) The case histories of children we have studied, have put us in a better position to be more exact and precise, and to say that the essential factors which explain the influence of environment on the psychological development of children, and on the development of their conscious personalities, are made up of their emotional experiences (perezhivanija). The emotional experience (perezhivanija) arising from any aspect of his environment, determines what kind of influence this situation or this environment will have on the child.

Opinion of Vygotsky showed that a child's development can not be separated from the interaction with all existing environment. Vygotsky (1994: 7) says that the nearest zone of the child or the "zone of proximal development" is a children's area to learn of any near or around children, in this case the children's social environment. Traditional game of Banjar is done in the form of a group (cooperative), each game contains issues that must be done, usually in the form of physical activity and thinking in order to get the value and become superior. The game is done with the processes and stages, early stage usually determine who will start first. The next stage is in the form of activities, physical and think, each group tries to get the value to be superior to the opposing group. Interactions occur between members of the group, and between groups. The atmosphere in the traditional game is the same as in classroom activities, namely: cooperative, syntax, social systems, principles of reaction, support system (Joyce, B., Weil, M., Calhoun, E., 2009). Nuturent effects or accompaniment impact of Banjar traditional games such as values, is useful for the formation of the student's character, physical growth, and multiple intelligences. Syamsiar Seman (2008) has formulated the values contained in the traditional game of Banjar, the values contained in the game are: No 1

Game ba-a-anakan

2 3 4 5 6

Babanga Babutaan Bacirak becukcuk bimbi Badadamaran

7 8 9

Badaku bagasing Bagual

10 11

Bagugulungan Baguguntingan

Value mutual assistance, mutual help, friendship and develop creative hayal nature. Also can provide skills training, neatness and cleanliness. practice physical skills, thinking and strengthening the friendship train your memory, honesty, sportsmanship and strengthen friendship develop skills, honesty, cooperation and strengthen friendship cooperation, containing entertainment sportsmanship and strengthen friendship togetherness, mutual assistance, entertainment and the friendship. Physically, the game is almost extinct tradition practice the skills, honesty, solidarity and the friendship practice the skills, agility sport, honesty in play, solidarity and friendship educational value of cooperation, fostering sportsmanship and honesty, having aspects of sport and solidarity and strengthening the friendship cooperation, mutual help, are entertainment and strengthen friendship foster an attitude of cooperation, tolerance and the friendship. The most

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Proceeding of 4th International Conference on Education and Social Sciences

12 13

Bahasinan ba-i-intingan

14

Bacacangkirikan

15 16 17

Bajajaratan Bajujukungan Bajujunggatan

18

Bakakapalan

19 20 21

Bakalikir Bakarat Bakalayangan

22 23

Bakakatikan Bakujur

24 25 26 27 28 29

Balogo Bapidak Basamsaman Basimban Basusumpitan Batatalipunan

30

Batatampurungan

31

Batatapakan

32 33

Batitimbakan Batungkau

34

ba-u-ulasan

35

ba-u-upauan

interesting is to imagination, which acts as a being shaved with submissive and role as an expert barber with his work practice the skills, sports, honesty, solidarity and strengthen friendship contains the value of education and sport, encouraging the creation of entertainment, spectacle can be simple and strengthen brotherhood practice the skills of craft work itself, containing entertainment and strengthen friendship increase the power of thought and intelligence and strengthening the friendship cooperation, mutual assistance and solidarity skills foster an attitude of cooperation, containing entertainment and strengthen friendship train thinking skills and intelligence, utilizing scraps of paper into useful, cooperation and strengthening the friendship playing together skills, foster honesty and strengthen friendship training skills, fosters honesty, cooperation and strengthen friendship improve the skills of cooperation, aspects of the sport, can read and understand the weather and the friendship. Special games can foster kalayangan cormorant coordinative value, be interesting and tourism aspects togetherness, mutual help and strengthen and celebrations practice the skills, creative thinking, cooperation and strengthen mutual friendship improve skills, fosters honesty, cooperation, strengthen friendship teamwork, trains attitude sportsmanship cooperation, foster honesty, sports, sportsmanship and strengthen friendship practice the skills, strengthen solidarity and friendship cooperation, improve skills, mutual help and strengthen the brotherhood on building a sense of togetherness, mutual help, can develop positive imagination and strengthen friendship can foster cooperative behavior, improving skills, has the aspect of sport and strengthening the friendship foster a sense of cooperation, aspects of the sport, sportsmanship and competition aspects of the friendship train handicraft skills, containing entertainment and increase friendship contains the value of the skills and the confidence to yourself. In the race batungkau can foster a sense of cooperation and improve the performance and solidarity reviews forged an agreement, containing entertainment, fostering discipline and strengthening the friendship cooperation, sports, increasing the power of thought and the friendship

Banjar traditional games can be developed into a model of learning such as the development of learning models in learning cooperative learning, because in traditional games there are positive interdependence, individual responsibility, face to face, communication between groups, and the evaluation process of the group (Anita Lie, 2003). Techniques used in cooperative learning is basically a game, for example, Bamboo Dance. Anita Lie (2003: 66) has developed a type of bamboo dance as cooperative learning, students lined face like two pieces of bamboo in the bamboo dance. Furthermore, students exchange information. Students learning with bamboo dance techniques mutual exchange of information, mutual information processing. The problems in the study of all subjects can be done by getting students to use bamboo dance. In addition to bamboo dance other techniques developed in cooperative learning also relies on the game such as: finding a partner (make a match), swapping couples, think-pair-foursome (think-pair-share), exchanging greetings and questions, the head are numbered (numbered Heads), two guest quarters (two stay two stray), studs jingling, around the class, small circle big circle (inside outside circle).

CONCLUSION Traditional games which have ever developed in various regions in Indonesia can be used as a learning technique, since traditional games have educational values and character formation. Banjar traditional game is a game made by children of Banjar in the past, now it does not exist anymore. This is caused by the development of rapid technology and information, nevertheless can be revitalized for the benefit of education, the used language is Banjar language, the nature of the game if full of Banjar nuance.

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Social Conservation based on Nation Character Building Characteristics of Banjar traditional game would be beneficial to the development of learning, especially learning techniques Socieal Science Education, the nature will grow motivation and interest to learn. Banjar traditional games have shared values, responsibility, discipline, and cooperation, persistant and respect for others. The focus of the game needs a group‘s resolution, each group should be responsible for the results that have been fought, the game must follow the rules, if not, will be considered as lost. Integration of Banjar traditional games into the learning of Social Science Education can foster students' multiple intelligences. The esence and goal of Social Science Education can be achieved, because the Banjar traditional game is basically an implementation of social skills and thinking skills. Cooperative learning techniques basically contains aspects adapted from the game for learning objectives, thus Banjar traditional games can be developed as a cooperative learning in learning social studies by taking into account the characteristics of the students and the learning objectives

REFERENCES Anita Lie. 2002. Cooperative Learning: Mempraktikkan Cooperative Learning Di Ruang-Ruang Kelas. Jakarta: Grasindo. Campbell, L., Campbell B, Dickinson, D., 1996. Teaching & Learning Through Multiple Intelligences. Massachusetts: Allyn & Bacon. Edi Sedyawati. 2006. ―Permainan Anak-Anak Sebagai Aspek Budaya.‖ KeIndonesiaan Dalam Budaya. Dialog Budaya: nasional dan etnik peranan industri budaya dan media massa warisan budaya dan pelestarian dinamis. Jakarta: Wedatama Widya Sastra. Piaget, J. (1929). The Chil‟s Conception of the World. NY: Basic Books. Syamsiar Seman. 2008. Permainan Tradisional Orang Banjar: 35 Permainan Rakyat yang Sudah Langka. Banjarmasin: Lembaga Pengkajian dan Pelestrian Budaya Banjar Kalimantan Selatan. Vygotsky, L. ―The Problem of the Environment.‖ Van der Veer, R., Valsiner, J. 1994. The Vygotsky Reader. p. 338-354. Oxford: Blackwell Publishers. Vygotsky, L., Luria, A. ―Introduction to te Rusian translation of Freud‘s Beyond the pleasure principle‖. Van der Veer, R., Valsiner, J. 1994. The Vygotsky Reader. p. 10-18. Oxford: Blackwell Publishers.

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NATION CHARACTER BUILDING THROUGH THE LEARNING OF HISTORY: IMITATION LEADERSHIP OF MOHAMMAD NATSIR Insan Fahmi Siregar Department of History, Faculty of Social Sciences, Semarang State University ABSTRACT Development of a national character is now very urgent and urgent to do, because the Indonesian nation is experiencing a crisis of leadership and exemplary. The current practice of national life, is quite far out of the national identity. Rampant corruption and widespread understanding and opportunistic pragmatism lead this nation to lose the properties of ideals. In fact, when referring to the history of the struggle of the Indonesian nation, many leaders of this nation has provided exemplary. One of them is Mohammad Natsir. Mohammad Natsir is a national figure who deserves to be an idol, and a model for the nation. Simplicity, constancy holds principles, and willingness to compromise in the middle of the diversity of the nation, is the legacy of exemplary Mohammad Natsir relevant and deserve to be appreciated in the middle of the concerns of the nation today. Learning from Mohammad Natsir role in Indonesian history stage gives some examples can be used as an example in the planting of the nation's character. Among these characters are religious, honest and humble, tolerant and democratic, national spirit and love of the homeland, and some other characters that can be learned from the life of Mohammad Natsir. Character that is in it can be emulated Mohammad Natsir younger generation. Therefore, exemplary Mohammad Natsir can serve as an example in building national character through the teaching of history. Keywords: nation character, the learning of history, leadership, Mohammad Natsir

INTRODUCTION In the early decades of the twentieth century, the founding fathers of Indonesia has declared the need for nation and character building. Development of a national character is a great idea that sparked the founding fathers. The founding fathers have laid the foundations of national character through various activities, such as the Youth Pledge in 1928 and the various activities carried out a national movement organization. The basics of it are also disclosed in the Pancasila and the 1945 Constitution. Therefore, the development of the nation and national character development objectives and the main task of the government and the whole society. Nation of character will ensure that the welfare of the people of the nation's progress. Objectives and tasks of this development is a noble task that must be continuously carried out by all levels of society, especially by the government. The government has drafted a character development that is reflected in the National Long-Term Development Plan 2005-2025, which put character education as the first mission in realizing the vision of national development. As the implementation of the mandate of the National Long-Term Development Plan, the government is preparing the Master Design National Character Development, which is intended as a guide in designing, developing, and implementing the National Action Plan for National Character Development by encouraging the active participation of all components (Pemerintah Republik Indonesia, 2010: i). Development of a national character that has been pursued by various forms, has so far not implemented optimally. This was reflected in the social, economic and political inequalities are still large, the environmental damage that occurs in a variety of country-wide, still the legal injustice, promiscuity and pornography that occurred among teenagers, violence and unrest, and corruption that penetrated at all sectors of public life. Currently prevalent anarchy, social conflict, narrative bad language and manners, and disobedience of traffic. The current practice of national life, is quite far out of the national identity. Rampant corruption and widespread understanding and opportunistic pragmatism lead this nation to lose the properties of ideals. Siti Zuhro of LIPI researcher suggests these problems are the cause of the crisis in the nation's ideals. "We have had a crisis of leadership and exemplary. Reform failed to give birth to these characters" (http://sp.beritasatu.com/home/lipi-indonesia). These conditions have been moving the world of education to look back at how the importance of character development of the nation. Development of a national character is now very urgent and urgent to do, because the Indonesian nation is experiencing a leadership crisis or role models. The reason, many leaders, elites, and the leader of this nation are involved in corruption cases. Almost every week, there are only leaders or elites were examined and were arrested for corruption. Indonesian nation is currently experiencing a leadership crisis lead-

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Social Conservation based on Nation Character Building er, because some unscrupulous officials tend to pay less attention to morality and moral values of religion and law. State officials and the nation's leaders are now much more do calls or messages to do good, but very rarely are willing to do good examples. In fact, when referring to the history of the struggle of the Indonesian nation, many leaders of this nation has provided exemplary. One of them is Mohammad Natsir. Therefore, the paper will elaborate on the example of Mohammad Natsir that can be used as an example in building the character of the nation through the study of history. BRIEF BIOGRAPHY OF MOHAMMAD NATSIR Mohammad Natsir born in Alahan Panjang, Gumanti Valley, Solok, West Sumatra, precisely on July 17, 1908 of the pair Mohammad Sultan Idris Saripado and Khadija. Natsir started an education for two years at the Elementary School Maninjau, then to Hollandsch-Inlandsche School (HIS) in Padang. During several months of study there he moved to Solok. Not only in his study in Solok at noon, he also learned the knowledge of Islam in Madrasah Diniyah at night. He then moved after his three years in Padang with his brother. Later in 1923, he continued his education at Meer Uitgebreid Lager Onderwijs (MULO) and then he joined the youth associations such as Pandu Nationale Islamietische Pavinderij and Jong Islamieten Bond (Luth: 1999: 21-22). After graduating from MULO, he moved to Bandung to study at the Algemeene Middelbare School (AMS) until graduating in 1930 (Dzulfikriddin, 2010: 19 – 20). In 1928 to 1932, he became chairman Jong Islamieten Bond (JIB) Bandung. Then in 1932, studied at Natsir Ahmad Hassan, who will become leaders of Islamic organizations Persatuan Islam. In 1938, he then joined the Indonesian Islamic Party, and was appointed chairman of the Bandung branch from 1940 to 1942. He also worked with the position as head of the Education Bureau of Bandung until 1945. During the Japanese occupation, he chose to join Majelis Islam A'la Indonesia (Which later became Majelis Syuro Muslimin Indonesia or Masyumi) (Luth: 1999: 23-24). After Indonesian independence, Natsir became a member of Komite Nasional Indonesia Pusat. When the faucet is opened at the beginning of independence democracy, in which political parties are given the right to life, so many political parties were born. One is Masyumi. Natsir is co-founder and chairman of the committee Masyumi first congress in Yogyakarta in 1945. Natsir also became Chairman of the Party Masyumi (Siregar, 2012). Natsir actively involved in the life of the state, both as an executive and legislative branches. In legeslatif, once a member of parliament and became chairman of the faction Masyumi. At that time, M. Natsir as chairman of the parliamentary faction Masyumi filed a motion on the establishment of the Republic of Indonesia (Negara Kesatuan Republik Indonesia). The motion Natsir parliament unanimously accepted. Therefore, Indonesian State back into the Homeland officially proclaimed on August 17, 1950 (Puar, 1978: 95-101). In executive, Natsir never became minister of information during the revolution and the first prime minister in the early days of liberal democracy. Natsir cabinet was sworn in on September 6, 1960's (Feith, 1973: 150). Cabinet Natsir the first cabinet after Indonesia back into the Republic of Indonesia. Besides active in government and parliament, Natsir also active in education and social life. The love Natsir in the fields of science and education is demonstrated by its efforts to establish a number of Islamic universities. Among them is the Islamic University of Indonesia in Yogyakarta, Bandung Islamic University, Islamic University of North Sumatra, Riau University, University of Ibn Khaldun Bogor, and so on. Once excluded from the political world in the New Order, Natsir then really optimize the role of propaganda in society through propaganda agency founded with various Muslim leaders, Dewan Da‘wah Islamiyah Indonesia (DDII) (http://insistnet.com/). Prominent Natsir recognized not only domestically, but also abroad. Mohammad Natsir recognized by the Muslim world as a hero across the nation and the state. Bruce Lawrence said that Natsir is the most prominent politicians who help reform Islam. In 1957, Mohammad Natsir receive Nichan star Istikhar (Grand Gordon) of the King of Tunisia, Lamine Bey for his services to help the people of North Africa's struggle for independence. Other international awards are Faisal Award from King Fahd of Saudi Arabia through the King Faisal Foundation in Riyadh, Saudi Arabia nn 1980. He holds honorary doctorate in Islamic politics of Islamic Campus Lebanon in 1967. In 1991, he later obtained two honorary degrees, namely in the field of literature from the University Kebangsaan Malaysia as well as in the field of Islamic thought from the University of Science Malaysia (Luth, 1999: 27). If you look at the role played by Mohammad Natsir in all his life, it is no exaggeration to Taufiq Ismail said that for history, he was a teacher of the nation, statesman, warrior, thinker, writer, scholar, humanist, politician, educator community, mujahid propaganda, and international figures respected (Hakiem, 2008: xi). Mohammad Natsir died on February 6, 1993 in Jakarta, and was buried a few days later. After 15 years of his death, the new Indonesian government honored him as a national hero of Indonesia on 10

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Proceeding of 4th International Conference on Education and Social Sciences November 2008. At the time of BJ Habibie, Natsir awarded the Star of the Republic Indonesia Adipradana (Adam, 2009: 72-76). In a fairly long life, no one who maintains an attitude of persistence. There is the example that until now makes us aware that persist with the attitude of a clean, consistent, and understated it is not impossible though full of challenges. Today, we feel exemplary life as it was so far away, even very far. A decent excuse to write exemplary Mohammad Natsir.

MODELING OF MOHAMMAD NATSIR Steeped exemplary figure Natsir is exploring an Indonesian man, He intact, ever present and living in the dynamics of the life of this nation. A lot can be learned from the example of personal Mohammad Natsir. As a Muslim, his attitude and behavior of many describe the beauty of Islam. In addition to the example in the Islamic da'wah and struggle, of personal M. Natsir, children of this nation, can emulate its simplicity. Simplicity found in self Mohammad Natsir, one of the prominent politician and scholar who once owned Indonesia. Three times to the minister of information and once served as prime minister, did not make Natsir glare of wealth and luxury amenities. George McTurnan Kahin, Indonesianists are familiar with Natsir, was a witness. Author of Nationalism and Revolution in Indonesia this was amazed by the simplicity of a Natsir, until the clothes he wore while serving as minister is patched jacket. "The clothes really did not indicate he was a minister in the government," Kahin wrote the book titled Mohammad Natsir 70 Tahun: Kenang-kenangan Kehidupan dan Perjuangan, published in 1978. In another story, once upon a time the post down from his post as Minister of Information, a guest came from Medan, very good intentions, want to reward former state officials that a saloon car, as he considered, as former government officials, private car which has been used Natsir hardly feasible. However, the car has been parked in the yard Natsir was rejected, the first child He said: "The car was not right of us, anyway there is still enough". Initial phase served as Minister of Information was undertaken Natsir with remarkable simplicity example, riding from one house to another is a fact that can not be denied of his life at the beginning of his time as minister illumination. Indeed, exceptional examples (Shahab, 2008). Likewise, when the leader of this Masjumi restore his position as prime minister to President Sukarno. Natsir is the only government officials who come home from a bike ride palace with his driver, after handing the post of prime minister to President Sukarno. When it is, precisely March 21, 1951, Natsir tandem bike with his driver to the home office in Jalan Proclamation. After a quick stop at his official residence, which became a minister Natsir favorite Bung Karno was soon brought his wife and children moved. They reoccupy a narrow private homes in Java Street (http://www.pelita.or.id/). Natsir is not the only leader in Indonesia who are not tempted by the desire to enrich themselves while in office and has an important position in the government. Call it like Haji Agus Salim and Mohammad Hatta. Only, this time is very difficult to find people like them. Another exemplary of self Natsir was his friendship with various groups, even though different religions, ideologies, political choice or because of differences of opinion. Differences of opinion also that bring Sukarno and Mohammad Natsir, and drove to the other meetings more meaningful. At that time, visitors 1930s, Sukarno, who championed nationalism-secularism, and Natsir who support Islam as a basic form of the state is involved in a long debate in Pembela Islam magazine. One that seems endless polemics with the deal, but his admiring each other. More than a decade later, both "meet" again in a completely different state. Natsir served as Minister of Information and Sukarno president of the country was hit by a political party disputes (Tempo, Edition 21 / 14 to 20 July 2008). As a politician, differences in opinion, related primarily ideological values that were taken are common, but great from Natsir figure is how he can still be friends outside of the hearing with his political opponents. An example is its proximity to Aidit, Chairman of the Central Committee of the Communist Party of Indonesia. Aidit very fight for the establishment of communism in Indonesia. Instead, Natsir as Chairman Masyumi wanted the state run on Islamic values. This contradiction makes them often locked horns in the parliament courtroom Masyumi and PKI, the two are unlikely to be met. However, Natsir not know the identity politics above all else. Outside the hearing two friends. He used to drink coffee together D.N. Aidit in the cafeteria parliament, and in fact rarely Natsir ride home with Aidit. Not only with Aidit, according to the narrative Lies, the first child Natsir, TB Simatupang, chairman of Persekutuan Gereja Indonesia also frequently discussed with Natsir at home (Shahab, 2008). His example that others are in upholding the interests of the state. For Natsir interests of the state is everything, though often different political views. When it comes to the state, the principle is "For the sake of the nation, the politicians do not talk to us and you, but we are". Modeling is also summarized in dialogue with the president. "Bung Natsir, we have used a polemic, yes, but now do not we open the open about it again." "Of course not. In the face of the Netherlands, how do anyway? Later. "(Shahab, 2008).

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Social Conservation based on Nation Character Building Soekarno-Natsir proximity peak occurs when Natsir as Chairman of the Masyumi handed way out for the country that was torn apart by the model imposed by the Dutch federation. Natsir filed a motion was integral in the plenary session of Parliament on 3 April 1950. Steps are then popularly known as Mosi Integral, United Republic of Indonesia dissolution step or RIS back to the Unitary State of the Republic of Indonesia. The motion Integral it is useful to block the crockery Dutch politics. Simplicity, constancy holds principles, and willingness to compromise in the middle of the diversity of the nation, is the legacy of exemplary Natsir relevant and deserve to be appreciated in the middle of the concerns of the nation today. Natsir is a leading nationalist figure who is more concerned with the national interest with his Integral Motion. INSTILLING VALUES OF NATION CHARACTER AND EXEMPLARY MOHAMMAD NATSIR IN HISTORY TEACHING In general character or nature of man depends on his own life and environmental factors in the surrounding areas. Fast slow process of change character depending on whether the neighborhood association also wants to change the character. The question is whether a person's character can be changed? According Koesoema, anthropological structure of human personality can be changed. He distinguishes two kinds of characters are the characters as seen and character as experienced. Character as can be seen to be a combination of behavioral patterns, habits and traits that are constantly being made someone consistently. On the other hand, learners have an internal dimension in response to stimuli from outside himself to be accepted, rejected, or modified. This is as a character as experienced. The character of this kind of prefer the role of acting as a principal subject of dealing with its natural terminated. So, there is motivation for learners to accept or reject the impulses that come from outside himself (Koesoema, 2007: 92). One attempt to change the character of a person or group of people is through education. Character education is a system of cultivation of character values to the school community, which includes knowledge, consciousness or volition, and actions to implement these values, both to God Almighty, ourselves, others, the environment, and nationality so that the whole human being. Bottom line character building should be done at all levels of education to higher education, as the institution must be able to act as an information machine that brought this nation into a nation of intelligent, polite, prosperous and dignified and able to compete with any nation. To apply a pattern of behavior that support the ongoing historical consciousness grows gradually, it is necessary to planting the values contained in the exemplary character Mohammad Natsir. Modeling Natsir can be integrated in the material history of Indonesia, especially from the early days of independence until the new order. This activity is essentially associated with affective aspects contained in the selflearners. Affective aspects shown by the attitude and behavior of learners in the face of a problem or situation. The characters are basically formed through a gradual process, affective aspects in the context of character education can be defined as behavior that is contained in the self-learners who are behaviors to choose in action when faced with a situation or problem (Krathwool, et al, 1964). The values of characters contained within Mohammad Natsir which is a pattern of life which is based on historical consciousness can be done gradually. This is in accordance with the stages of the affective aspect of learners in the learning process comprising: receiving, responding, valuing, organizing, charactenzing (Wahyono, 2010: 4748). Receiving is an early behavior patterns in the affective aspects. In this phase the students begin to pay attention or attention to the values that are around him. In other words, students are beginning to recognize the existence of something new that is different from the existing praxis. In this affective stage learners begin to seek knowledge and learn something - a situation or condition - new that was not there before. Associated with the cultivation of character values, learners begin to know their values associated with the lifestyle associated with a sense of history. In addition, began to know the behavior patterns inherited Mohammad Natsir to serve as an example to live a life in the future. Natsir has a simple character. It is an innate character Natsir since childhood. Therefore, when Natsir so officials, he has not changed. In her already formed a simple character. The simplicity still he showed in daily life, although once the Minister and the Prime Minister. Phase accept followed by phase of response to the presence of the values of the characters of the nation. This stage is a more advanced stage in which a person has to give feedback or response to the values that have been studied. At this stage learners want to participate or participate in activities or events related to the history of consciousness. Examples of this phase is to assess the participation in the character values contained in personality Mohammad Natsir, such as tolerance and democratic. Tolerance is the attitude and action that respects differences, religious differences, ethnicity, race, attitude or opinion of herself to

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Proceeding of 4th International Conference on Education and Social Sciences others. Democratic is a way of thinking, being and acting by placing the same rights and obligations between himself and others. Natsir despite different ideologies and differences with Sukarno and Aidit, but in association Natsir can communicate well and are familiar with Sukarno and Aidit. The next stage of the affective aspect is the provision of valuing. In this stage, students have the desire to accept or reject the role of Mohammad Natsir in Indonesian history stage. Giving in this stage is in the form of behavior that shows a positive or negative attitude towards the role of Mohammad Natsir. For example, Natsir role in uniting the nation through the motions integral role in 1950 and participated on the PRRI in 1958. Characters that can be developed in this phase is the national vision. Insights nationality is the perspective of the unity of the nation in a sense, language and national spirit to move round to devote to the interests of the nation and the state. Insights nationality will cultivate a sense of national unity solid as a strap and a source of strength for the survival of the nation, such as love of country, uphold a sense of unity and oneness, put the interests of the nation above personal and group interests. Phase assignment is followed by the next stage of organizing or preparation of the values that have been studied and accepted. This stage is the internalization of the values adopted. This means that learners can determine the relevance and value of the relationship between the value of the others that have been previously owned. Learners in this phase can select and implement positive activity in terms of love for the country and participate in maintaining the integrity of the Unitary Republic of Indonesia. These values can be developed through the nuances of nationalism, both in the form of theory (planting values through history courses) and practice in real life. The final stage of the affective aspects associated with planting efforts character values are characterizing. This is the ability of learners to behave in a manner consistent with accepted values. In this stage the target learners exemplary Mohammad Natsir, began to integrate the values of the characters contained in the example of Mohammad Natsir into all activities or events in his life. Character values that can be applied is the national spirit and love of the homeland. National spirit is a way of thinking, acting and prioritizing perspective interests of the nation above personal interests and groups. Love of homeland is a way of thinking, behaving and acting that showed a high sense of loyalty to the nation and the state. These values can be embedded in the form of activities such as flag-raising ceremony, a tribute to the red and white flag, warning-day national holiday, the installation of red and white flag in every classroom, playing the national anthems at rest or in the morning before going to class. By planting the value of love for the homeland in various forms of activities nuanced nationality and nationalism are expected to be able to arouse a sense of nationhood and nationalism in self-learners, so have a love for the homeland and nation, able to appreciate the culture of its own people and is also able to appreciate the culture of other nations. Learners have a strong character to implement exemplary Mohammad Natsir in him. Characters are formed in self-learners through an ongoing process of gradual habituation. Simply put character formation takes place from stage to know and accept and integrate the positive values are studied to become a pattern in a person's personality. In order to embed the character of the nation, it is necessary to disseminate effective strategies and efficient. The strategy is a systematic and comprehensive efforts undertaken to achieve a goal. Associated with the planting of the national character of exemplary Mohammad Natsir, the steps necessary activities are activities that can be systematic and thorough awareness of the importance of the nation's character education. National character education should be integrated in the learning process of history, ranging from the introduction of the character of the nation's values and gained awareness of the importance of these values, as well as the internalization of values into the behavior of learners in everyday life, either through a learning process inside and outside the classroom. Learning activities, in addition to making learners master the competencies (material) were targeted, well designed and carried out to make the learners know, realize or care, and internalize the values and make it as behavior in everyday life. This integration should also be implemented in the history of the learning process, from planning, implementation, and evaluation of learning history.

CONCLUSION Mohammad Natsir is a national figure who deserves to be an idol and role model for the youth of the nation. Simplicity, constancy holds principles, and willingness to compromise in the middle of the diversity of the nation, is the legacy of exemplary Mohammad Natsir relevant and deserve to be appreciated in the middle of the concerns of the nation today. Simplicity keep his show in everyday life, although never become Prime Minister. Mohammad Natsir is a leading nationalist figure who is more concerned with the

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Social Conservation based on Nation Character Building national interest with his Integral Mosi, who led Indonesia back in the form of the Republic of Indonesia in 1950. Learning from Mohammad Natsir role in Indonesian history stage gives some examples can be used as an example in building the character of the nation. Among these characters are religious, honest and humble, tolerant and democratic, national spirit and love of the homeland, as well as some other characters that can be learned from the life of Mohammad Natsir. Character that is in Mohammad Natsir can emulate the younger generation, especially students. Success in building the character of learners, automatically will help build the character of the nation's success. Progress of a nation also depends on how the character of learners, intelligence capabilities, advantages think its citizens, the synergy of its leaders, and so forth. Therefore, the character of the nation's education through history learning by imitating Mohammad Natsir leadership is essential in building the nation's moral and personality.

REFERENCES Adam, Asvi Warman. 2009. Membongkar Manipulasi Sejarah, Kontroversi Perilaku dan Peristiwa. Jakarta: Penerbit Buku Kompas Dzulfikriddin, M. 2010. Mohammad Natsir dalam Sejarah Politik Indonesia: Peran dan Jasa Mohammad Natsir dalam Dua Orde Indonesia. Bandung: Mizan Feith, Herbert. 1973. The Decline of Constitutional Democracy in Indonesia. Ithaca and London: Cornell University Press. Hakiem, Lukman (ed). 2008. 100 Tahun Mohammad Natsir: Berdamai dengan Sejarah. Republika. Koesoema, Doni. 2007. Pendidikan Karakter: Strategi Mendidik Anak di Zaman Global. Jakarta: Grasindo. Luth, Thohir. 1999. M. Natsir: Dakwah dan Pemikirannya. Jakarta: Gema Insani Press. Puar, Yusuf Abdullah. 1978. Mohammad Natsir 70 Tahun: Kenang-kenangan Kehidupan dan Perjuangan. Jakarta: Pustaka Antara. Pemerintah Republik Indonesia, 2010. Kebijakan Nasional Pembangunan Karakter Bangsa. Jakarta: Kemko Kesejahteraan Rakyat. Pemerintah Republik Indonesia, 2010. Desain Induk Pendidikan Karakter. Jakarta: Kemdiknas. Shahab, Idrus F.,et.al. 2008. Natsir: Politik Santun Diantara Dua Rezim. Jakarta: Kepustakaan Populer Gramedia bekerjasama dengan Majalah Tempo Siregar, Insan Fahmi. 2012. Partai Masyumi dalam Dinamika Demokrasi di Indonesia. Semarang: Widya Karya. Tempo. Edisi 21/XXXVII/14 – 20 Juli 2008 ―Sebuah Pemberontakan tanpa drama‖. Wahyono, Effendi (et.al). 2010. UT Go Green: Model Pendidikan Karakter. Jakarta: Direktorat Ketenagaan, Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan Nasional RI. http://www.pelita.or.id/baca.php?id=39583 Accessed on 14-04-2015 http://sp.beritasatu.com/home/lipi-indonesia. Accessed on 14-04-2015 http://insistnet.com/. Accessed on 14-04-2015.

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CORPORATE SOCIAL RESPONSIBILITY (CSR), A CONTRIBUTION FROM BUSINESS TOWARDS ENVIRONMENT AND SOCIETY Jariyah, Badingatus Solihah Faculty of Economics, Semarang State University ABSTRACT The industrial revolution that occurred in the 18th century led to a paradigm shift in society, from agriculture to industrial development. The development of this industry is able to improve the economic and social welfare. Unfortunately, companies just focused on their aims to gain profit (profit-oriented). Company became unaware of environmental issues and community. This is the background of Corporate Social Responsibility (CSR). CSR is a program as the company's contribution to the environment and community development. The main purpose of this paper is to look at the importance of CSR and the reality happened in Indonesia. This paper also discusses how CSR should be conducted in an ethical manner. In the end, this paper concludes that CSR is important to create the company's business going-concern. In addition, government regulations must be enforced to ensure that all companies implement CSR. Keywords: Corporate Social Responsibility (CSR), business, environment, society.

INTRODUCTION Industrialization in the world grow fast since the industry revolution happened in England in 18 century. There was a big changing in a paradigm of life, a shift from agriculture to industry development. However, this led to a great improvement in terms of economics especially the individual income and the prosperity. In contrary, as the time passed we discover environmental issue in the global world. Many decades ago, businesses were focus on their effort to gain profit as much as possible. Company maximized resources it had to earn money to enhance their wealth. On the other hand, company did not pay attention on the other aspect from their business. Generally business does not only related with the business itself but also the environment and the society around. Hence, it could be said that a business should have responsibility towards the nature and the society. Description above led the government and scientist to produce a regulation in terms of running a business. Many ideas on conserving the environment for a business become global. In 1997, Elkington said that paradigm and orientation of the business is not only to gain profit but also responsibility to the society (people) and the earth (planet). This paradigm called Triple-P Bottom Line (Profit, People, and Planet). The concept of Triple-P Bottom Line is based on the concept of sustainability development, in which current development to fulfil human need should not decrease the ability of the generation ahead to fulfil their needs (GRI, 2006). Triple-P Bottom Line consists of three elements, those are profit, people, and the planet. As the orientation in establishing a business, companies make effort to gain profit. In contrary, they also need to develop the society (people) and the environment (planet) where they run their business. As the follow up of Triple-P Bottom Line, a concept of Corporate Social Responsibility (CSR) come to the surface. This is a program of a company to engage in public affairs beyond the immediate economic functions of business which they regarded as its fundamental contribution to the society. CSR become the part of company‘s policy that is run professionally and institutionalized (Azra and Gustina, 2012). In addition, the implementation of CSR could be done in various ways according to the condition of the company. Corporate Social Responsibility could answer stakeholder‘s claim. Hence, CSR is one kind of responsibility from the firm for both the environment and the society.

LITERATURE REVIEW Triple-P Bottom Line Theory The terms of corporate responsibility became famous when a book entitled Cannibals with Forks: Triple Bottom Line In 21st Century Business come to the surface, a monumental creation from John Elkington in 1997. He focused to explain three element that are called 3P (People, Planet, and Profit).

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Picture 1. Diagram of Triple-P Bottom Line in the Business of 21st Century (Source: Elkington, 1997) Good Corporate Governance does not only target economics benefit (profit), but also have an attention and caring to the environment conservation (planet) and society‘s welfare (people). Those three things should be run in balance. Business activities engage the usage of high quality human resource, wisely exploration of natural resource, and effectiveness of economics resources in terms of spending budget, especially raw material. All process mentioned should be controlled by social resources, or called social capital either for internal stakeholders (between employee) or external stakeholders (between the company, stakeholders, and society around). Legitimacy Theory Legitimacy theory explains that the company operates in a changing external environment and the company tried to convince that their behaviour in accordance with the norms of society (Brown and Deegan, 1998). Legitimacy theory focuses on the interaction between the company and the community (Ulman, 1982; in Ghozali and Chariri, 2007). Legitimacy theory argues that businesses are bound by a social contract in which the company agreed to perform various actions that are socially desirable in return for approval purposes and other benefits, and it‘s bring continuous existence. One of firm‘s commitments in caring the environment and the society is an existence of business sustainability, which is get stronger through cooperation between stakeholders facilitated by the company (Hartomi and Andriyani, 2008). Based on the theory of legitimacy, the company must operate in accordance with the rules and norms in society, which the company gets a value whereby the public is recognized and accepted as right and proper. Implementation of CSR in Indonesia came from institutional procedures system, where government agencies establish and enforce law and order in the public interest. Companies that implement social responsibility will have a good recognition of the public so that the public favoured the company's products. Stakeholder Theory Freeman and Reed (1983) stated that company has stakeholders, who are group or individual that obtain benefit or harmed by, and whose rights are violated or respected by corporation actions. Stakeholder is the generalization of terms stockholders who legally and directly have claim of company‘s asset. When the stockholder have rights to demand an action to the firm, the stakeholder have rights also to demand claim. Furthermore, Crowther and Aras (2008) defined stakeholders as follow: ―Those group without whose support the organization would cease to exist. Stakeholders is any group of individual who can affect or affected by the achievement of the organization objectives. The most common groups who consider to be stakeholders include: managers, employees, customers, investors, shareholders, and suppliers. Then there are more generic groups who are often included: government, society at large, the local community. Thus many people also consider that here is and additional stakeholders to an organization; namely the environment.‖

Stakeholder theory argues that managers should make decisions that take the interest of the company‘s stakeholders into consideration (Nwanji and Howell). According to this theory, the operation of a company is not only to accomplish its goal but also to give benefits to the people or thing engaged with the

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Proceeding of 4th International Conference on Education and Social Sciences corporation. Basically, a company could not run alone without support from the stakeholder, i.e. a company could not exist without the staff or support from the society. Corporate Social Responsibility Azra and Gustina (2012) defined Corporate Social Responsibility (CSR) as business activity of the company as it responsibility to the society around their business. The basic idea of CSR is that business and society are interwoven rather that distinct entities, therefore society has certain expectations for appropriate business behaviour and outcomes (Wood in Branco and Rodrigues, 2007). CSR is closely related to the company‘s goal to achieve sustainable economic activities. The sustainability of economic activity is not only as social responsibility but also about accountability from the company to the community and the nation (Marnelly, 2012). Agoes and Ardana (2014) stated that CSR concept combined combines three functions in a balanced company, namely economical function, social function, and natural function. Economical function is the traditional function of the company that is to gain profit. Social function of the company is to develop human resources, either primary stakeholders or secondary stakeholders. This function enables companies to maintain fairness in sharing the benefits and expensed spent by the company. While natural function of the company is to preserve the nature. Company in running its operations depend on the nature. Without a good natural conditions, the company will not be able to operate or even go bankrupt. Therefore, companies need to preserve nature to ensure continuity and business going concern. Five Pillars of Corporate Social Responsibility Activities Building Human Capital Internally, the company is required to create a reliable human resources. Externally, the company is required to perform community empowerment, usually through community development. 1. Strengthening Economic Companies are not merely required to be rich themself while the communities in their environment are poor. They have to empower the economy around. 2. Assessing Social Cohesion Companies are required to maintain harmony with the surrounding communities in order to avoid conflict. 3. Encouraging Good Governance In conducting its business, the company must run business with good governance. 4. Protecting The Environment The company has to preserve the environment. Forms of Corporate Social Responsibility Program 1. Cause Promotions In this form, the company seeks to raise public awareness about a particular issue, where this issue should not be linked or related to the company's business lines, and then the company invites the public to donate time, funds or their bodies to help overcome or prevent these problems. In this cause promotions, the company can carry out the program on their own or in collaboration with other institutions, for example: non-government organization. 2. Cause-Related Marketing In cause related marketing, the company will invite the public to buy or use the product, be it goods or services, where the majority of the profits the company will be donated to help overcome or prevent a particular problem. 3. Corporate Social Marketing Corporate social marketing company is done to change people's behavior (behavioral changes) in a particular issue. 4. Corporate Philanthropy Corporate philanthropy may be the oldest form of Corporate Social Responsibility. Corporate philanthropy is done by giving a contribution / donation directly in the form of money, services or tools to those in need: agencies, certain individuals or groups. 5. Corporate Volunteering Community Volunteering is a form of CSR in which the company encourage or persuade employees to be involved in Corporate Social Responsibility program. The employees have to contribute their time and energy.

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Social Conservation based on Nation Character Building RESEARCH METHOD This study uses literature study approach to collect relevant information to the issue of the implementation of corporate social responsibility in Indonesia. The data were subsequently analyzed qualitatively, that are secondary data in the form of the theory, the definition and the substance of the literature, journals and legislation. Then those analyzed with the laws, theories and relevant expert opinion in order to get a conclusion about the implementation of corporate social responsibility related to the alleviation of social problems.

RESULT AND DISCUSSIO As the England Revolution in terms of industry happened in the 18 th century, the paradigm of international society come to a great changing. Once, people tend to extract the nature to fulfil their needs, by their conservativeness they develop the agriculture. Due to industrialization paradigm, people began to develop industry to enhance their economics. This revolution is not only happened in England but also scratch in all parts of the world, Indonesia is not an exception. In Indonesia, business are growing really fast. Even its development run beyond the agriculture. As in 2014, the industry sector give share for Gross Development Product (GDP) as much as 23,71% (Badan Pusat Statistik). This share increase from year to year. In addition, industry also take employment. This means that industry is beneficial in terms of economics and society. Table 1. GDP in Sector 2014 No 1 2 3 4 5 6 7 8 9 Total

Sector Agriculture, Animal Husbandry, Forestry, and Fishing Mining Manufacture Industry Electricity, Gas, and Water Building Trading, Hotel, and Restaurant Transportation and Communication Financial, Rent, Company‘s Service Services

GDP‘s share 14,33 10,49 23,71 0,80 10,05 14,60 7,39 7,65 10,98 100

Source : Badan Pusat Statistik, 2014 In contrary, generally business just run as a business. As the aims of establishing a company, it just run for profit oriented only. A company do many ways to earn money as much as possible. On the other hand, there is a consequence in business especially the environment. A company exploits the environment and becomes unaware in the continuity of the environment itself. Barten in Agoes and Ardana (2014) said that global economic growth will cause at least six environmental issues, such as toxic material accumulation, greenhouse effect, damage in ozone layer, acid rain, forest damaging, and biodiversity problems. In Indonesia, there are many issues in terms of environmental damage due to a business. Take for example, a case of PT Newmont in Minahasa. This corporation do environment contamination because they throw industrial waste to the sea around beyond the limit permitted. The sea or Buyat Bay become contaminate with the mercury. This cause the natural resource there such as fish and coral become contaminate. In addition, the local society suffer a diseases due to the contamination. Environment is not the only issue. A business also engaged with the local people, that is why it is a must for a corporate to be responsible with the society. From the case above we consider a relationship between a company and the local people (society). Local people lost their resources, and they witness the damage of the environment also. They might suffer a diseases due to company activities. Description above led us to an understanding that a business could not run just as a business. A business always related to the stakeholders, either the main stakeholders or the secondary stakeholders. Exploit the local resources without any contribution with the nature and the environment is not an ethical way of a firm. In addition, a company need to run continuously (going concern). This continuity cannot be achieved if the nature is damage and the stakeholders do not support the company. Hence, we consider that not only people as individual, government, or environment organization have duty in caring the environment but also a company. Even, the company need to care more than those we called. Because company exploits everything related to the business field they run. However, this kind of responsibility is not only as the company‘s contribution to the society but also to hand communities loyalty and support in their business.

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Proceeding of 4th International Conference on Education and Social Sciences Condition described above led the government to create regulations in terms of Corporate Social Responsibility (CSR). In Indonesia, there are several official regulations of CSR. In UU Perseroan Terbatas No. 40 Tahun 2007 Article 66 (2) c stated that besides report the financial statement, a company also have to report their implementation of CSR and environment responsibility. Moreover, article 74 stated that a company in which run their business related to natural resources have to do CSR. An obligation to do CSR for all investors stated in UU No. 25 Tahun 2007 Tentang Penanaman Modal. However, regulation about CSR is explained more detail in UU No. 19 Tahun 2003 about BUMN and Peraturan Menteri Negara BUMN No. 4 Tahun 2007 which organize the fund and the implementation of CSR. Even though the regulation has been made several years ago, the implementation is still unclear. Also, there is a considerable debate about the implementation of Corporate Social Responsibility (CSR). The implementation of CSR could be said as a voluntary work. There is no ‗a must‘ in this program. That is why there is no law-punishment if the company do not implement the CSR. In addition, Anggraini (2006) stated that a corporation will consider cost and benefit whenever it is going to do an action. A company will measure the benefit they probably obtain when they spend any money. If it gives disadvantage more than the advantage they will not afford it. Moreover according to stockholders theory, the aims of a business is to generate profit in order to increase the stockholder‘s welfare. Cheers (2011) also said that using shareholders‘ money in an unprofitable manner is wrong. No matter how beneficial the case, it is inappropriate to be generous with another‘s money. In contrary, some who support CSR as a good policy towards company argued that (Agoes and Ardana, 2014) there is an awareness improvement and critical society to the negative impact of companies activities. Then, the natural resources we had is limited. In addition, CSR could create a better environment. Furthermore there is a long-term benefit when a company implement CSR as their policy. This advantage could ease the going concern of the company. Hence, actually the ethical principle play the main role. As a business that gain profit from the society, a firm needs to run ethically because it directly declared in both written and unwritten regulation. From the concept of business ethics, there is an agreement that business can be considered as ethical business when there is a responsibility from the corporation. However, ethical or unethical is the matter of the morality of the firm‘s owner. This is not a must but it needs to be enhance because it is our obligation to keep the world save. Furthermore, in the International Conference of Global Warming in Bali (2007), the delegates agreed that global warming happened in the whole world is caused by the human activities especially business society that ignore the nature. Therefore, a company has to consider that run a business has consequence in terms of the environment around. Company needs to realize that it is going to run continuously far ahead and so the nature. The nature can be exploited as long as it is not go beyond the limitation permitted. However, it is humankind‘s duty to bring back the condition of the environment because we need the nature forever. In addition, the government should tighten the rules of Corporate Social Responsibility. A punishment when a company against the rule is needed. This is to generalize the CSR to the whole company and led the company to adhere the rule. It is important to change the paradigm. CSR is not only voluntary work but it is an obligation. If the concept of CSR can be realized by all companies in the world, it could easily improve many life aspect, such as economics, environmental, welfare, health, education, and culture. Moreover, CSR can guarantee the long-term activities of the company. Finally, CSR is a contribution from a business to change the world for a better future.

CONCLUSION A business always engaged with the public affair, whether directly or indirectly. Company is not only could give benefit but also could harmed the environment, especially the nature and the society. This led to a conclusion that business is not merely about gaining profit for a company, but it is more about profit sharing with employees and society. This is the main role of Corporate Social Responsibility (CSR). CSR is important as the responsibility of the company for exploiting the environment. In addition CSR will help company to develop, society to progress, and all sectors to improve and flourish. However, the concept of CSR is consider as a voluntary work. Thus, not every company has done CSR. In addition, some companies utilize CSR as a promotion to enhance product branding to the society. Therefore, the government have to tighten the rules of CSR. In addition, a law-punishment is needed to generalize CSR and ensure the company to adhere the rule. REFERENCES

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Social Conservation based on Nation Character Building Agoes, Sukrisno dan Ardana, I Cenik. 2014. Business and Profession Ethics: Challenge in Huma Development. Jakarta: Salemba Empat. Anggraini, F. R.R. 2006. ―Disclosure of Social Information and Factors Affecting Social Information Disclosure in Annual Financial Statements (Empirical Study on Listed Firms in the Jakarta Stock Exchange)‖. In National Accounting Symposium IX. Padang 2-15. Azra, Tuti and Gustina. 2012. A Literature Study: The Implementation of Corporate Social Responsibility (CSR) in Indonesia. Polibisnis, Vol. 4 No. 1, ISSN 1858-3717. Badan Pusat Statistik. 2014. Percentage Distribution of Gross Domestic Product Quarter base on market price, 20002014, http://bps.go.id/linkTabelStatis/view/id/1202 (April 15, 2015) Branco, Manuel Castelo and Rodrigues, Lucia Lima. 2007. Positioning Stakeholder Theory within the Debate on Corporate Social Responsibility. Electronic Journals of Business Ethics and Organizations Studies, Vol. 12 No. 1, page 5-15. Brown, N., Deegan, C., 1998. ―The Public Disclosure of Environmental Performance Information - A Dual Test of Media Agenda Setting Theory and Legitimacy Theory‖. Accounting and Business Research Vol. 29 No.1 Hal. 21-41. Chariri, Anis. 2008. ―Social Criticism on the Usage of Theory in Social and Environmental Research Disclosure‖, In Jurnal Maksi Vol. 8 No. 2 Page 151-169. Cheers, Zachary. 2011. The Corporate Social Responsibility Debate. Thesis. Honors Program, Liberty University. Crowther, David., dan Guler Aras. 2008. ―Corporate Social Responsibility‖. http:www.bookboon.com. (12 Januari 2015). Elkington, John. 1997. Cannibals With Forks The Triple Bottom Line of Twentieth Century Business. Capstone Publishing Ltd, Oxford. Freeman, R. E. , and Reed, D. L. (1983). Stockholders and stakeholders: A new perspective on corporate governance. California Management Review, 3. Global Reporting Initiative 2000-2006. 2006. ―Sustainability Reporting Guidelines‖, http://www.globalreporting.org. (23 Oktober 2014) Ghozali, Imam dan Anis Chariri. 2007. Accounting Theory. Semarang: Badan Penerbit Universitas Diponegoro. Hartomi, A, dan Andriyani, A, (2008),‖Disclosure of Corporate Social Renponsibility (CSR) at Company‟s Official: Study Case in PT. Unilever Indonesia, Tbk”, Proceeding National Scientific Seminar, Computer and Intelligent System Auditorium Univ. Gunadharma, Jakarta, 20-21 Agustus 2008. Marnelly, T. Romi. 2012. Corporate Social Responsibility: Review of Theory and Practice in Indonesia. Jurnal Aplikasi Bisnis, Vol. 2 No. 2, page 49-59.

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PLURALISM IN TEACHING ECONOMICS TO STRENGTHEN THE INDONESIAN PLURAL SOCIETY Khasan Setiaji, Sandy Arief, Ade Rustiana Faculty of Economics, Semarang State University ABSTRACT As the economics educators, a part of our roles is to communicate students‘ basic understanding on the importance of economics principles and to develop their knowledge and skills to become productive and civilized citizens. However, communicating to the plural Indonesian students could be challenged. Realizing the importance of pluralism in education is needed to develop the economics based on pluralism. Could a pluralism approach be the basis of the curriculum which provides an alternative economics learning at schools? This paper argues that pluralism needs to be supported. The paper investigates economics as a science which is not value-free; Indonesia consists of a plural society; Pancasila as the foundation of Indonesian education; to respond economics illiteracy, political economic characteristics; the platform to advance the research economics analysis; as a pedagogy which improve students‘ critical thinking and decision-making. The potential issues of this research would be answered comprehensively. Keywords: Pluralism, Economics Education, Pedagogy, Alternative Curriculum

INTRODUCTION National education serves to develop the ability and character development and civilization of dignity in the context of the intellectual life of the nation, aimed at developing students' potentials in order to become a man of faith and fear of God Almighty, noble, healthy, knowledgeable, skilled, creative, independent, and be citizens of a democratic and responsible (Law No. 23 Year 2003 on National Education System). The formation of the character of learners is strong and sturdy believed to be important and absolutely owned by each learner to face the challenges of life in the future. Pluralism in Indonesian society has a unique shape and structure. The new paradigm must be developed in the world of education today, is the paradigm education were able to put education as cultural transformation as media transformation of knowledge (Hamdan Mansur, 2004). Alternatives offered are insightful educational pluralism. The pluralism education paradigm will lead to the attitude of students who want to appreciate, respect differences in ethnicity, religion and culture in society. According Tilaar, HAR (2012) pluralism is one of the key issues crucial world, including Indonesia in the face of global changes in the future. To realize the Indonesian people who have consciousness of pluralism achieved through the transformation of the national education stem as described below.

GLOBAL ERA The Future Indonesia Challenges IMPLEMENTATION OF INDONESIA‘S VISION Democratic and united society

STHRENGTH AND THREAT Demographics and Pluralism

NEW INDONESIA NATIONALISM

UPHOLD: ―SMART‖ Indonesian as a result of Pluralism Education Figure 1 . Pluralism and the Transformation of Education Source: adapted from Tilaar, HAR (2012; 902)

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Social Conservation based on Nation Character Building Gloria M. & Ameny-Dixon have identified several long-term benefits of the global perspective of pluralism education. Some of reviews are as follows: 1. Pluralism of education increases productivity because a variety of mental resources are available for completing the same tasks and it promotes cognitive among all people moral growth. 2. Pluralism of education increases the creative problem-solving skills through the different perspectives applied to same problems to reach solutions. 3. Pluralism of education increases through the achievement of positive relationships common goals, respect, appreciation, and commitment to equality among the intellectuals at institutions of education. 4. Pluralism education decreases stereotyping and prejudice through direct contact among diverse individuals and interactions. 5. Pluralism of education renews vitality of society through the richness of the different cultures of its members and fosters the development of a broader and more sophisticated view of the world. Conventional economics teaching is often criticized both inside and outside the classroom. Indeed, recent years have seen a significant surge questioning the relevancy of teaching economics. It could be seen from the debate students, teachers and economists in analyzing economic problems. Books with titles like Debunking Economics: The Naked Emperor of the Social Sciences (Keen 2001), The Crisis in Economics (FullBrook 2003) and A Guide to What's Wrong with Economics? (FullBrook 2004) is a form of criticism of conventional economics teaching. The plural Indonesian society causes economic teaching becomes more than just a challenge. There are three economies are growing understanding in the teaching of economics in Indonesia, Neo-classical economics, economics of Pancasila and Islamic economics. However the Neo-classical economics still dominates from school to university level. Is possible alternative economic teaching in Indonesia? Can students are introduced to the material economy with different points of view of economics to build its understanding and critical abilities? This article has a presumption possible to do. The key is the application of a pluralist pedagogy in teaching economics, namely teaching practice which explores a number of different ways to understand how economic work. With so students may use economics using various streams such Classical, Neoclassical, Keynesian, Marxist, institutionalist, Pancasila, Islamic, other environmental perspectives in analyzing economic problems as outlined in the curriculum.

OUR ECONOMIC EDUCATION Why is a branch of science taught for our young children? Perhaps most teachers do not feel the need to question this because our children had been taught sciences for years. Therefore, teach a science to our children have become "routine", without us arguing the benefits or the relevance of education a science for a generation of children for our students. New problems will arise for a society or a nation when such community-the nation in an effort to solve the economic problems unable to cope. If it really happened, what is the relevance and benefits of economic science in teach our children from primary school to the Faculty of Economics (Mubyarto and Cloud S. 2004). Economics is the science of behavior and actions to meet the varying needs of life, and develop existing resources through the choices of production, consumption and distribution. Learners record economic events that occur around their environment and take advantage of his own life better. Based on (BSNP, 2006) subjects intended that learners have the following capabilities. 1. Understanding a number of economic concepts to relate events and economic problems of everyday life, especially those that occur within the individual, household, community, and country. 2. Featuring a questioning attitude towards a number of economic concepts needed to explore the science of economics. 3. Forming an attitude wise, rational and responsible by having knowledge and skills economics, management, and accounting that are beneficial to themselves, household, community, and country. 4. Making responsible decisions regarding the socio-economic values in a pluralistic society, both nationally and internationally. Economic subjects are given at the level of basic education as an integral part of the subjects of Social Sciences. At the middle school level, the economic is given as a separate subject. If we look at, although many professors of economics at the Faculty of Economics and teacher lesson of our economy (Faculty of Economics in Indonesia) was no longer embrace and teach Classical and Neoclassical economics "pure", but closer to the Keynesian doctrine, but in reality the basic lessons economics are contained in the text books used as reference for university teaching and schools in Indonesia are all still on the fundamen-

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Proceeding of 4th International Conference on Education and Social Sciences tal assumptions of neoclassical economic theory (Mubyarto, 2004). The question is whether the economics are taught to our children from elementary school to the faculty level relevant and useful for plural Indonesian society? Economic development and prosperity of the people of Indonesia who have not been well be the answer if economists and economic actors as a product of economic education we have not been able to solve the economic problems of the Indonesian nation. The condition is illustrated by the experience of Sri Edi Swasono (2009) an expert on Indonesian economy as follows. "Of course I am sad that last week (Sri Edi Swasono) was a guest lecturer at the Hankuk University of Foreign Studies (HUFS) Seoul, a student asked:" Prof. Young Ahn Ho 30 years ago told his students at HUFS that Indonesia has the potential to become a developed country in Asia. Now Prof. Kon Young Hun, one of the students of Prof. Young Ahn Ho 30 years ago, told us the same thing that Indonesia is potentially a developed country. Why potentially only, When the advance? My answer (Sri Edi Swasono): Indonesia is a pluralistic and multicultural country full of heterogeneity. While the nation such as Korea has solid homogeneity, Korean probably makes people easy to set up together. Indonesian National and character building is not finished, it is necessary for strong leadership. Indonesia is very rich in natural resources, tremendous potential. Then Indonesia has always target-shoot, disturbed by the global forces that are not united firmly. Creditors do not really help but instead plunges that Indonesia remains dependent on foreign countries, especially the economy. "

Indonesia is a pluralist and multicultural country full of heterogeneity. Economic education as part of the national education should be in the interest of the society needs on the basis of cultural and natural wealth of Indonesia. In the US, the UK, and a number of countries "western" or "northern", more and more books, including textbooks written as criticism and as well as understand the "economic alternative" like Ormerod, The Death of the economics, 1994; Steve Keen, Economics: An introduction to traditional and radical views, 1978 and James Coparoza & David Levine, Theories of political economy, 1992 (Mubyarto, 2004). Properly economists and leaders of Indonesia's economic thinkers think that there is something wrong with the teaching of economics in Indonesia during this and began proposing alternative economics.Various alternative economics that exist in the teaching of economics in Indonesia. 1. Economics of Pancasila Pancasila economics is fundamentally a moral and political solution to deconstruct the economy towards the reconstruction of the national economic system of Indonesia (Swasono, Sri Edi, 2009). Pancasila economic system is a "rules" of economic life or economic relations between economic actors which is based on ethical or Pancasila moral with the ultimate objective of realizing social justice for all Indonesian people (Mubyarto, 1987, 2004). Pancasila Economic System was born of the values of national culture of Indonesia in regulating economic activities for the welfare of Indonesia people, with the characteristics of (a) the principle of harmony for economic actors, (b) economic activity driven by social values and religious values, (c ) egalitarian principles supporting greater social equality would be given high priority, (d) the creation of a strong national economy (Peter McCawley, 1982). At school economics content Pancasila men can amount to very little, but at the university level began to emerge awareness the importance of Pancasila economics taught at the student although still in small portion. 2.

Islamic Economics Islamic economics is a social science that studies the economic problems of the people inspired by Islamic values. In one side of Islamic economics refers to the notion that narrow, which is only about people who believe in the One God and His moral teachings, as reflected in the Qur'an and Sunnah, but on the other hand also includes a broad dimensions because economics is taking knowledge of the factors of non-economic, factors such as political, social, ethical and moral values set of integrative elements are oriented to the welfare of the people in general (Mannan, M., 1997). In Indonesia, Islamic economics teaching in schools and universities based on the Islamic religion has a lot to learn, but for schools and public universities that are not based on the Islamic religion is still very limited.

WHY ECONOMICS NEEDS PLURALISM Economics as a Science which is Not Value-Free Economics as a social science discipline is a science that investigates how people manage scarce resources (Mankiw, 2006). Although it is true economics has been crowned as the queen of sciences - social sciences, but more and more economists are questioning the relevance and realism pressure on economics itself. Economics is considered arrogant from other social sciences because it can predict economic behavior with econometric model and mathematical models, although many that missed forecasts. But justify the properties and economic man can "confirmed", so that economics is no longer a social science?

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Social Conservation based on Nation Character Building Pilger and Perkins (in Santoso, Cloud 2013) showed the importance of a multidisciplinary approach in economics. Phenomena and economic problems are not just analyzed from the study of economics alone, but linking it with the analysis of historical, political, moral philosophy / ethics, sociology and anthropology, who blatantly ignored in neoclassical economic approach-west. Unfortunately this multidisciplinary approach that has been overlooked in the education of our economy. Multidisciplinary and transdisciplinary approach is possible if economics is not merely assume the man as homo economicus, but also as homo socius, and homo ethicus. Thus, the analysis of economic science should not be focused on the individual who always pursue personal interests (self-interest), oriented to personal profits (profit-oriented), and always compete freely (free competition). As homo socius, and homo ethicus, humans have a moral considerations/religion and social ethics which prompted him to not want to be controlled market materialistic, but put together in a social order that is based on kinship (brotherhood) and togetherness (mutualism). Social welfare is not regarded as a manifestation of the welfare of individuals, each pursuing its own (Swasono, 1987). Approach and the assumptions above is built on the belief that economics is not value-free (value free), but rather full value. Indonesia Consists of a Plural Society Indonesia's national symbol illustrates clearly Unity in Diversity. Indonesia is a country but became one in the unitary state of Indonesia. Indonesia has more than 700 ethnics with contracting out tasks that the needs and natural resources that can be developed for the formation of diversity and rich culture. This is the basis of national education that can make intelligent and Indonesian moral compass. Therefore, according to Tilaar (2012: 857) the implementation of national education should be directed to the interests of the society needs on the basis of cultural and natural wealth of Indonesia. Pancasila as the Foundation of Indonesian Education Ki Hajar Dewantara (Father of Indonesian Education) stated that national education based on the national culture. The national culture is a dynamic entity that is constantly changing, but based on their own culture (continuity), leading to the world's cultural unity (convergence), and still has the properties personality in the global humanitarian environment (concentric) (Devantoro, 1977: 344). It is also stated in the Act No. 20 of 2003 on National Education System follows. Article 1 Paragraph (2) which reads: "National Education is education based on Pancasila and the Constitution of the Republic of Indonesia in 1945 were rooted in religious values, national culture of Indonesia and responsive to the changing times". Article 4 Paragraph (1) which reads: "education held in a democratic and fair and not discriminatory to uphold human rights, religious values, cultural values, and the diversity of the nation"

Economic education as part of a national education based on Pancasila and the 1945 Constitution. Therefore, systems and Indonesian economics should be explored and developed grounded in economic reality (real life economy). The pattern of education that supports the development of economic science is education that exposes learners in empirical economic conditions that will encourage to think critically and finding solutions creatively (Santoso. Cloud, 2013). The life of the Indonesian economy is reflected in Article 33 of the 1945 Constitution, meaning that Article 33 of the 1945 Constitution into the fortress and citadel of economic nationalism interests of life for all the people of Indonesia. I quote as follows. Article 33 UUD 1945 reads: (1) The economy is structured as a joint venture based on family principles; (2) branches of production that are important to the state and which dominate the life controlled by the state; (3) Land and water and natural resources contained in it are controlled by the state and used for public welfare; (4) The national economy shall be organized based on economic democracy with the principles of togetherness, equitable efficiency, sustainability, environmental friendliness, independence, and balancing economic progress and national unity.

In addition to the above considerations Stilwell, Frank (2006) states that there are four reasons why the need to teach pluralism in economics as follows. 1. To respond economics illiteracy The first view is stressed conditions backward to an economic analysis tends to be static while the economic problems continue to grow. Students need to be introduced to the study of economics as the exploration process. From this perspective is the way pluralism and pedagogical guidance toward a sharper understanding and comprehensive on economic characteristics of the world around us. 2.

Political economic characteristics

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Proceeding of 4th International Conference on Education and Social Sciences The second argument for pluralism somewhat different, because it emphasizes basic character of political economy as a discipline. There are political elements in the development of the theory of neoclassical economic thinking such as the shape which represents a market economy with the principles of economic liberalism, emphasizing methodological individualism, self-interest as the main driver of economic activity, competitive market as an ideal economic environment, and the role of the state in economic affairs. Each teaching curriculum economy is dominated by a single perspective whether neoclassical economics t through Home Visits in capitalist countries, Marxism -Leninisme in the former Soviet Union, economic Pancasila Indonesia's theory or the theory of Islamic economics in the countries of Islam has always invite accusations dogmatism. Pluralism is the bidder was due to the characteristics of education in an open society. 3.

The research platform to advance the economics analysis A third argument in pluralism in economics centered on the nature of progress in the discipline itself. Science is actually the plural, so pluralism in teaching is a prerequisite for pluralism in research methods support the advancement of the discipline. Pluralism required because openness to alternative, more appropriate methodology for develop an understanding of the world around us.

4.

As a pedagogy improves students' critical thinking and decision-making The fourth argument is the most connected pluralism in pedagogy. Pluralism for the development of students' capacity to think constructively and critical of the orthodox approach. Every teaching is a process of social reproduction but that does not mean teaching is a social replication process "cloning" therefore curricula's pluralistic prevent such tendency.

In addition to strengthening the argument for pluralism economic teaching Stilwell, Frank (2006) also provide warning on problems that may arise in the principles of pluralism in economics into the classroom. Even those sympathetic to pluralism can be concerned to teach in this way because they regard as a pluralist approach (1) challenge is great for teachers; (2) not certainly welcomed by the students; and (3) for some particular problems for men curriculum design.

ECONOMICS LEARNING CURRICULUM WITH PLURALISM APPROACH Multiculturalism is "a philosophical position and movement that assumes that the gender, ethnic, racial, and cultural diversity of a pluralistic society should be reflected in all the institutionalized structures of educational institutions, Including the staff, the norms and values, the curriculum, and the student body "(Banks & Banks, 2007, p. 474). From these pluralism approach considered as a part of the multicultural. As summarized by Banks & Banks (2007) the primary dimensions of multicultural education are (1) the content integration; (2) the knowledge construction process; (3) prejudice reduction; (4) equity pedagogy; and (5) an empowering school culture. The conceptual framework of the global perspective of multicultural education is derived from four major dimensions interactive items, namely, multicultural competence, equity pedagogy, curriculum reform, and teaching for social justice. Figure 2 shows the four key components in the conceptual framework of the global perspective of multicultural education.

Figure 2. Conceptual Framework of the Global Perspective of Multicultural Education Source: Gloria M. Ameny-Dixon

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Social Conservation based on Nation Character Building The global view of multicultural education goes beyond providing equity of education. Figure 3 provides a summary of the goals of the global perspective of multicultural education.

Figure 3. Goals of the Global Perspective of Multicultural Education Source: Gloria M. Ameny-Dixon In the standard principles of economics teaching, students are expected to master a economics concept of what they learn both the micro, macroeconomic and others. According to Reardon, Jack (2009) The instructor who wants to go beyond the standards of orthodox teaching, then, has to consider carefully curriculum demands and student receptivity. In general, the Principles of alternative courses tried over the years can be classified into three main approaches: 1. Single alternative: economic principles are presented from the point of view of a single heterodox school. 2. Competing paradigms: one or more orthodox and heterodox approaches are compared and contrasted explicitly, within the context of a discussion of philosophies and the history of economic thought. 3. Broader questions and bigger toolbox: economics is defined so as to encompass a broad set of concerns, and methods of analysis are drawn from many schools. In addition there are several principles of good teaching methods to be used in the teaching of economic pluralism, namely: 1.

The feedback method The feedback approach to teaching economics emphasizes how endogenous dynamic behavior arises from the feedback structure in economic systems. The goal is to enable students to see - literally, to is observed in a productive manner - both the structure and the behavior of dynamic economic systems, thereby improving students' mental models of how particular economies actually work. The development of the feedback method was prompted by documented weaknesses in economics education that relies on traditional graphical approaches.

2.

A demonstration Demonstration model used to demonstrate how economic materials such as behavioral economics, with or without using props to facilitate understanding of economic behavior that sometimes the material is abstract.

3.

Some pedagogical possibilities A version of the simulation models that users can run online without special software has been posted on the Internet

Pluralism as part of the development of use nation's values can be integrated in each basic competency. The values are listed in the syllabus and lesson plans. According to the guidelines development of character education (2011) development of values in the syllabus adopted through the following ways: 1. Analyzing the Standards Competency (SC) and the Basic Competency (BC) on Content Standard (CS) to determine pluralism in it;

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Harmonizing between SC and BC values and indicators to determine value to be developed; Mentioning pluralism economic values into the syllabus; Identifying values that are already listed in the syllabus into lesson plans; Developing learning process and students to actively which allows the learners have the opportunity to internalize the values and show it in a manner that accordingly; and Providing assistance to students, both of which experienced difficult to internalize the values.

CONCLUSION Pluralism for economic education is not all compatible/strong and ending with some dilemmas that may arise in the implementation of pluralism on economic education. This indicates the possibility of an imminent change in teach economics in our education from school to university level. So far, orthodox economics (neo-classical) have shown remarkable resilience in the face of repeated criticism from a variety of alternative economics. Relevance and usefulness orthodox economics (neo-classical) in Indonesia continues to be questioned. Indonesian economic education should be explored and developed grounded in economic reality (real life economy) as a plural Indonesian society. The pattern of education that supports the development of economic science is education that exposes students to the empirical economic conditions that will encourage thinking critically and finding solutions creatively.

REFERENCES Banks, J. & Banks, C. (Eds.). (2007 Multicultural Education: Issues and Perspectives (6th Ed.). Hoboken, NJ: John Wiley & Sons, Inc. BSNP. 2006. Economic Matapelajara Content Standards Sma / Ma. Jakarta Choirul Machfud. 2005. Multicultural Education. Yogyakarta: Student Library. FullBrook, E. (Ed) (2004) A Guide To What's Wrong With Economics, Anthem Press, London. Gloria M. Ameny-Dixon. Tt. Why Multicultural Education Is Important In Higher Education More Now Than Ever: A Global Perspective. Mcneese State University Hamdan Mansur. 2004. Development Group Personality Development Course. New York: State University of Jakarta. Keen, S. (2001) Debunking Economics: The Naked Emperor Of The Social Sciences, Zed Books, London. Mubyarto. 2004. Our Economy Education. Yogyakarta: Aditya Media Working With Pustep UGM ......... ..., 1987. Pancasila Economy: Ideas and Possibilities. Jakarta: LP3S Mubyarto d an Clouds S. 2004. Alternative Economic Education In Schools Advanced. Aditya Media Working With Pustep UGM Swanono, Sri Edi. 2009. Global Economic Crisis and Economic Indonesia: The End of Laissez Faire. Papers Presented at Bappenas: Jakarta. .................. .... 2009. completeness Pancasila Economy: Economic uphold Pancasila. Papers Presented at the Congress of Pancasila Cooperation UGM Mahkmah Constitution: UGM, Yogyakarta. ..................... 1987. Economic Systems and Economic Democracy. Jakarta: Ui Press. Santoso, Cloud. 2013. The Indonesian Economy: Problems, Potential and Alternative Solutions. Yogyakarta: Graha Science Tilaar, HAR 2012. Kaleidoscope of National Education. Jakarta: Kompas Media Nusantara McCawley, Peter. 1982. The Economics Of Economics Pancasila. Bulletin Of Indonesian Economic Studies, 18: 1, 102-109 N. Gregory Mankiw. 2006. Prinsiples Economics 3th Editions. Jakarta: Salemba Four Mannan, M. Abdul. Theory and Practice of Islamic Economics. Trans. M. Nastangin, Yogyakarta: Pt. Yasa Prima Bhakti Fund, 1997. Reardon, Jack. 2009. The Handbook Of pluralist. First Published. Routledge Stilwell, Frank. 2006. Four Reasons For Pluralism In The Teaching Of Economics. Australasian Journal of Econo 42 Mics Education Vol. 3. Numbers 1 & 2, 2006 Drafting Team. 2011. Guidelines for Character Education: Based on Experience In Education Unit stubs. Jakarta: Puskur Agency for Research and Development of the Ministry of National Education. Act D asr the Republic of Indonesia Year 1945 Law No. 20 of 2003 on National Education System

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STRATEGIC MANAGEMENT OF ENVIRONMENTAL IN IMPLEMENTING GREEN INDUSTRY: IN PERSPECTIVE OF SOCIAL SCIENCE M. Harun Alrasyid Faculty of Social and Political Science, Islamic “45” University of Bekasi ABSTRACT This paper applies the concept of environmental strategic management of multinational enterpriseswhich plays a significant role in creating Green Industry at industrial estate. Based on such analyses, reflecting the most influential streams of current environmental management. (1) It is essential to involve all stakeholders, to seek improved relations and communication and to build collaboration. (2) Management is to be conceived in terms of a process (of learning, trust building, experimenting, etc.) rather than in terms of substantive choices. The top leader most essential and innovative role is as a designer and facilitator of such a process. Eco development is described as leaving the world in better condition than we found it. Governmental leadership and the CEO of industry in moving toward a sustainable world is best exemplified by those public servants who can lead and motivate others to show respect for the environment in their daily work. Keywords: Environmental, StrategicManagement, and Green Industry

INTRODUCTION The UN Conference on the Human Environment in Stockholm (1972) pioneered the idea that issues of environment and development must be approached together, politically and operationally. The Declaration contains a set of ―common principles to inspire and guide the peoples of the world in the preservation and enhancement of the human environment.‖. This was the first United Nations conference on the environment as well as the first major international gathering focused on human activities in relationship to the environment. Stockholm conference encouraged all governments in the world to be active to use environmental approach into development planning and implementation, and build public participation. In the same year, the Club of Rome published its report on ―The Limits to Growth‖, which attracted enormous attention in the climate of the Stockholm Conference. The Stockholm Declaration that was adopted at the conference was formulated jointly by industrialized and developing countries. It contains principles of environmental protection and development, as well as practical recommendations for their implementation. It may be regarded as one of the foundation stones of the international policy that would come to be known as ―sustainable development‖. Progress towards Sustainability Development rests on the simultaneous and balanced achievement of economic development, social advancement and environmental protection. While the concept of Sustainability Development has been ensconced in policy circles for decades now, operationalizing this concept has proven to be a challenging task. The recent emergence of concepts such as Green Economy, Green Industry and Green Growth are reflective of the need for strategies or roadmaps to help achieve Sustainability Development and shift current consumption and production patterns on to paths that are more sustainable in the long run, while keeping resource constraints and carrying capacity limits in mind. In the following paragraphs, the concept of Green Economy and Green Industry are examined in greater detail. (UNEP,2011) There is a great need as well as considerable potential for the pursuit of Green Industry in developing and transition countries. Green Industry is that component of a Green Economy that is centered on production and consumption. Policies relevant to Green Industry are similar to those relevant to a Green Economy but are industry specific, covering macro and micro interventions that require changes in policy and regulatory instruments, investment and business operations, and behavioural changes in society (UNEP 2011). These sorts of strategies, tools, approaches and institutional structures are already available in some places, and can form the basis for cost-effective measures to guide and expedite progress towards increased sustainability and in accelerating the transition of industry to a more sustainable footing. See figure 1 (UNEP, 2011)

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According Hardjosoemantri (2005), that Green industry implementation would increase efficiency, benefits, and good global competition. Efficiency principles and polution prevention will also reduce cost production as it also consent to enviroment. In fact, green industry implementation has not been well supported by industries in Indonesia. The implementation of green industry may increase a competitive global industries efficiently and beneficially. Efficient principles methods and waste prevention may also reduce cost production while environment aspet also fulfilled. In fact, some supports to the implementation of green industry from many companies is still low. However, identifying factors of companies which have role and ability to succeed a green industriy need to be improved so that they may give some better inputs to many stakeholders. Environmental Strategic Management (ESM) could be a model to the implementation of green industry on industrial estate. Environmental Strategic Management (ESM) is management concept that could be standard for corporations and will balance business orientation and environment protection. This paper focuses on how Industrial Estate Management plans and implements Enviromental Strategic Management (ESM) to implementing the Green Industry Program ?

GREEN INDUSTRY AND STRATEGIC MANAGEMENT The idea of green industry was developed by UNIDO (United Nations of Industrial Development Organizatios. One of its program is to promote and develop friendly environment industry. Green industry is a commitment to prevent damaging of environment through the promotion of using resource efficiently and low carbon (Unido; 2012). Manila Declaration in 2009 had established steps to reduce the exploitation of natural resource, carbon emission, and monitor it nationally. As whole, green industry is development ways in many sectors, economically, environtmentally, and socially. Fred R. David (2004 : 5) defines that starategic management is a formulation, planning, and evaluation of multi-functions decisions which makes organizations gain their goals. Strategic management in business is often related to art and science in formulation, implementation, and evaluation. The implementation of strategic management in environtment business is free-competions base among similar organisations. To be succesful, a corporation will exert any resource to reach strategic goal. Their target is market domination and improving it to another market and creating continuing revenue. Any strategies need re-evaluation and big changes if possible. Many corporations do it because of any future changes both internaly and externaly. Because of undetermined conditions, implementing strategies is hapenningdynamicaly as cycle of organizations.According to Fred David (2011;10), strategic management process has four step, environment scanning, strategic formulation, strategic implementation, and

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Social Conservation based on Nation Character Building strategic evaluation. Formulation, implementation, and evaluation works in three hierarchical level in huge corporation; corporate, divisional or business strategy, and fungsional. Comprehensive model in strategic management involves corporate vision and mission, oportunity identification, external threat of organization, strength and weakness in internal organization, decision on long-term goals, alternative decision, and strategic decision to reach goal. Decisions of strategic formulation push corporation to be focus on product, resource, and spesific technology. Whelleen and Hunger (2012;15) said that strategic management relates to creating strategic decisions and planning, and how the strategies are implemented. The same elements in strategic management are environmental scanning, strategic formulation, strategic implementation and strategic evaluation. Global technology development has pushed business world faces big chalenges. Country distances has not been problem since business today is well supported through information technology and manufacturing and forming one global economic system. Global economic competitions have pushed corporations to respond market trends and environment protection responsibly. Wheleen describes complex global business competition map while corporations facing external chalenges must also face their internal chalenges. See figure 2 that shows the relationship among business, strategic management, and environment.

Applying strategic management into business is believed as an integration of art and science in formulating, implementing, and evaluating cross functional decisions that corporate will be able to reach its goals. Therefore, strategic management integrates marketing management, finance, production, research, and information system development in organizations. As described above, one factor in environment is a degradation of supporting resource. There are three component of environment which are biotic (flora and fauna), abiotic (land, water, and air), and culture (economy, social, culture, and health).Wali adds comprehensively: ―The term environment is understood to mean the specific physical and biological conditions in a given space (spatial) and time (temporal) that support the development, growth, and reproduction of a particular species or groups of species. Any human induced change in the environment of an organism that causes an irreversible, adverse effect on its survival must be recognized as an environmental problem. Further, it may be useful to point out that the terms ―environment‖ and ―environmental problems‖ are used ata a hierarchy of spatial and temporal scales‖.

It can be concluded that environmental issues set management more structural to balance financial benefit and environmental interest. Environment concern involves all functional aspects of management to develop, reach, maintain policy and organization goals in environmental issues. Every corporation makes environmental issues as strategic choice which may be benefit value to other companies. Generally, strategic management is set of activities and decisions to reach spesific goal systematically through planning, organizing, mobilizing, and controlling the results. This definition, however, de-

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Proceeding of 4th International Conference on Education and Social Sciences scribes that environmental strategic management is all aspects of whole function of strategic management targeting to the implementation of policy oriented to environment issues as competitive value benefit to another competitor.

HOW ENVIRONMENTAL SRATEGIC MANAGEMENT WORK ? Identification to strategic issues is resulting in new finding which could be references for strategic implementation of Enviromental Strategic Management. Each of ESM steps is found some influential role of stakeholderr to the implementation of green industry. There are actors role which could be described below

Figure 3: Actors Role to Enviromental Strategic Management There are four group of stakeholder which has different role to the others such as estate management, tenant, local government and local community to the implementation of enviromental strategic management. Estate management has dominant role to whole process of strategic management such as environmental scanning, strategic formulation, strategic implementationdanstrategic evaluation. Estate management responsibilites are controlling area exploration, improving maximal environmental aspect development, and creating industrial ease and infrastructure. The role of local government is in regulation and regional development such as infrastructure to support industrial estate operation. Local government also needs support in strength policy in industrial regulation to development of industrial estate and sustainibility development. To help investors implementing green industry and economy, local government should give insentive to corporation who implement friendly environement industry and disinsentive to one who damage environment. Ministry of Environment, for example, has established recommendation such free and minimum cost for importers who import friendly environment installations, such as waste water management and renewal energy implementation. It also gives recommendation such as soft loan from bank to corporation who commit to green industry. Nevertheless, less socialization makes those recommendations are unknown to investor, corporation, and other government institution such as directorate of taxation and custom/excise. The next factor is local community involvement in environment management in area. Development of industrial estate is also another form of social development. Those developments (area and social) should follow these criteria: (a) increasing living rate of society and its local identity and economy, (b) increasing their income and fairness distribution, (c) besides industrial aspect, green orientation also follows to its society. Therefore, more efforts by policy maker in industry must rethink how these industrial area would also benefit to society. It can happen through actively involve society as subject in industry, not an object.

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Social Conservation based on Nation Character Building Environmental Strategic Management Implementation Whole process of strategic management is a process to reach one understanding, commitment, and support from all member in corporation; from level direction level to lower level. By using strategic management, all manager in companies interact to step of planning, formulation, implementation, and evaluation. Strategic management helps coroporation to formulate better strategic which is sistematic, logic, and rational. Environmental Strategic Management planning is started by creating formalation team under CEO lead. First, the team formulates strategic issues which probably influence corporation performance using internal and external analysis. After internal-external analysis, vision and mission is formulated as a guidance to set a policy, program, and budget. Setting strategic issues and, internal and external analysis, vision-mission formulation, is done on gradual step from high level management into low level management. In environment scanning stage, corporation should have finished internal-external analysis so that it can be identified determined criteria and mapping through strategic issues within internal-external corporation then gree industry program could be reach.Second step is strategic implementation which Jababeka management fulfill the strategy and policy such as development program, budget, and procedure. Strategic implementation is needed to detail any choices and to realize it (Whellen& Hunger, 2012; 20). Green industry commitment encourage some changes in production and consumption mode, both process and results of product. Changes also happen in way of thinking, attitude, behavior from any stakeholder so that they want to implement environment friendly technology, management, and procedur following operation of standard applied. The implementation of ESM expects to reduce any environment damaging and to improve competition among companies because it may be reducing cost of waste management and increasing eficiency. Process of choosing strategies in business organization results decisions that have big and long-term consequences. Wrong strategic decisions might impact to organization. Therefore, strategy planner must insert strategic evaluation as inseparate aspect in strategic planning, and implementation. On-time evaluation will give early warning to management if there is potential problem before it gets bigger. To get high performance on environmental strategic management, evaluation program and controlling is run routinely, not only by internal company but also involving many stakeholders such as environment auditor consultant and local and center of government.There are three (3) activities to evaluate Jababeka Industrial Estate: (1) Reviewing internal-external factors which become current strategy; (2) Reviewing a target achievement which has been made; (3) Taking a corrective actions.

Green Industry Model Industrial estate development as green industry is an effort to minimize negative impact of industry to environment and to protect the sustainibility of environment and ecosystem. Eco Green Industrial Estate is a system to manage an energy and material so that it has high efficiency and less polution. In industrial estate having wide area and some industries, the effort needs big participation from stakeholders, both who have direct access to the area or who don not. Area management should open many involvements to those who relates, such as society and local government. A picture below shows a relation among industrial estate, government, and near society. Society is not passive, but has synergy to the estate. Therefore, role of government is key factor to make the area becomes inclusive, not exclusive, aspect. Main goal of green industry is to organize industry system in order to create sustainable and environment friendly industry. To succeed its program in the area depends on the interaction of three (3) components; local government, industry house keeper and tenant, and society involvement near the industrial estate.

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Figure 4: Mutuality Cooperation Model at Industrial Estate

CONCLUSION Top leader has biggest role to set corporate goal, especially when it faces critical situation. Therefore, strong leadership in every process of ESM in setting goal, motivation, and becoming inspiration for anyone involved in strategic management process.Inisiative, basic ideas, and commitment to environment from top leader is implemented by senior executive by involving all employee in formulating, implementing, and evaluating ESM. This involvement of the whole stakeholders is the key to implementing the green industry well. From the identification and classification of internal and external situation, some strategic issues that affects green industries are: a) ineffective regulations on controlling industrial activities; b) coordination and united program among stakeholders which has not been optimized, both local government and corporations; c) infrastructures which has not been also optimized for the green industrial program; d) there has not been partnership in social context. Environmental strategic management gives mechanism of gaining and show good environmental performance through controlling of industries activities, product, and service. The system can also be used to anticipate increasing demands of consuments, environment concern, and to fulfill legal requirements of the government. In its implementation, corporate orientation has two aspects which are regulation compliance and beyond compliance: Firstly, Regulation compliance. This implementation results from the impacts of industrial activities so that it may not be business problem since they must follow all regulation and avoid law suit by social life. Using reactive, ad-hoc, and end-of-pipe method (preventing polutant impact by using air filtering, pollutant liquid technology, etc). Secondly, Beyond compliance. In fact, usual method as explained above, is recently not efficient. Corporates need environmental concern by considering legal aspect and corporate morality which is called good corporate governance. Every corporates has different target in end level of environment management but generally ends at condition of sustainable development and business integration in triple bottom line concept reffering to Earth Conference in Rio de Janeiro, 1992. Every organization might implement the Environmental Strategic Management to gain environmental quality systematically. The implementation is volunteer and has management to run its organization. Its condition needs correction management policy which always support economic development which is orienting to environment sustainibility, especially in perception, orientation, and legal instrument that guarantees its sustainibility, desentralistic, and accomodative to institution strenght and local wisdom.

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Social Conservation based on Nation Character Building REFERENCES Books Bryson, John .M.,. ―What to Do When Stakeholders Matters: A Guide to Stakeholders Identification and Techniques‖. A paper presented at the National Public Management Research Conference. Washington, D.C: Goergetown University Public Policy Institute, 2003 Bishop, P.L, Pollution Prevention: Fundamentals and Practice. Boston: McGraw-Hill Publisher, 2001. Callan, Scott J. & Thomas, Janet M. Environmental Economics and Management, Theory, Policy and Applications, Second Edition. Orlando: The Dryden Press, 2000. David, Fred R., Strategic Management, Concepts and Cases, Prentice Hill, 2010. Fleig, Albert, ―ECO-Industrial Parks. A Strategy Towards Industrial Ecology in Developing and Newly Industrialized Countries.‖ Makalah, Munich: GTZ, 2000. Garbers, Martin Hirschnitz-, ―Integrating resource efficiency, greening of industrial production and green industries – scoping of and recommendations for effective indicators.‖ Makalah, Berlin: Ecologic Institute, 2012. Pearce, John A. and Robinson, Richard B., Jr., Strategic Management: Formulation, Implementation, and Control, McGraw-Hill School Education Group, 2004 Richey, Rita. C & Klein, James D., Design and Development Research: Methods, Strategies and Issues. London:Lawrence Elbaum Associates, 2007. Scot J.Callan & Thomas, Janet M., Environmentalal Economics and Management. Minnesota: Harcourt College Publisher, 2000. Smith, Thomas M. & Smith, Robert Leo, Elements of Ecology. Florida: Pearson Benjamin Cumming, 2009. United Nation, ―Annual Report United Nation for Industry Development‖, New York, 2009 Unido, ‖Unido Green Industry Initiative for Sustainable Industrial Development‖, Viena, 2011 Wali, Mohan K., Evrendilek, Falih&Fennesy, M. Siobhan, The Environment, Science, Issues and Solutions. New York: CRC Press Taylor & Francis Group, 2010 Wheelen, Thomas & Hunger, David, Strategic Management and Business Policy, Toward Global Suistainability. Bentley University: Pearson, 2012. Websites Global Initiatives. Business for Environment. http://www.b4esummit.com/ Green Listing Indonesia. http://greenlistingindonesia.com/berita-147-kebijakan-pengembangan-industri-hijau-greenindustry-kementerian-perindustrian.html Nobel Prizes and Laurette. http://www.nobelprize.org/nobel_prizes/economic-sciences/laureates/1971/ The American Spectactor, http://spectator.org/archives/2010/09/08/the-great-wilhelm-rpke United Nations Environmental Program. http://www.unep.org //UNEP United Nations, Industrial Development Organization. http://www.unido.org/file admin/user_media/Services/Green_Industry/Manila_declaration.pdf, WBCSD, Business Solution for a Sustainable Development, http://www.wbcsd.org/home.aspx, http://funag.gov.br/loja/download/528Stockholm_Rio_Johannesburg_Brazil_and_the_Three_United_Nations Conferences_on_the_Environment.pdf

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MANAGEMENT OF THE SCHOOL CULTURE SUPPORTING THE SUCCESS OF CHARACTER EDUCATION M.Th.S.R. Retnaningdyastuti Guidance and Counseling Study Program, Faculty of Education, University of PGRI Semarang ABSTRACT Indonesian nation in crisis character or identity that underlie the fundamental of the nation's character development. The focus of the discussion: how the management of the school culture that supports the success of character education for students? Character education is becoming increasingly important and strategic, especially if associated with the challenges facing Indonesia to prepare young people to face stiff competition nationally and internationally. It is necessary for the management of school culture that supports the success of character education in schools. Principals implement strategic management that determines the implementation of character education policy for the entire school community continuously, imitation, and habituation. Teachers and school counselors implement the management of operational to implementing character education for students with a way to integrate it into subjects, extra - curriculer activities, guidance counseling, imitation, and habituation. Keywords: management of the school culture, character education

INTRODUCTION The crisis experienced by the Indonesian people not only political and economic crisis, but more than that, the crisis of character or identity that becomes a fundamental foundation for the development of the nation's character. The emergence of the destructive cases in the community, among others, the sentiment of inter-ethnic, inter-ethnic strife, drug cases, brawl, violence against children, and corruption shows the character of Indonesian nationality weak (Daryanto and Darmiatun, 2013). Through TV, internet, and print media appear to have a variety of events that showed the majority of community members degraded identity, and decreasing human dignity. The symptoms of moral decline also affects students who observed the phenomenon brawl, the habit of cheating, violence (bullying), promiscuity, ignorance and violation of social etiquette, the use of illicit drugs (drugs), pornography, theft, aggressive behavior, and destruction of property of others. Lickona (2008) describes the ten indicators of failure in developing adolescent moral namely: (1) an increase in violence among adolescents; (2) dishonesty entrenched; (3) increasing disrespect to parents, teachers and leaders figure; (4) the influence of peer group against violence; (5) increased suspicion and hatred; (6) the use of bad language; (7) decline in the work ethic; (8) a declining sense of responsibility of individuals and citizens; (9) increasing self-destructive behavior; and (10) the blurring of moral guidelines. The moral decline identified comes from the failure to internalize education in moral values in adolescents (Damayanti, 2014: 18). To overcome with the symptoms of moral decline can be remedied through character education. In the framework of the implementation of character education in schools, the Ministry of National Education in 2010 issued a policy enacted character education in the school education with the publication of the guidebook Development Culture and National Character Education. In fact, the implementation of character education in schools still having a lot of problems (Ilahi, 2014: 21). Opportunity management support in the form of school culture environment could be expected to assist in the problems solving in implementing character education in schools (Daryanto and Darmiatun, 2013: 22). Which is the focus of this discussion is how the management of school culture that can support the success of character education for students? In keeping with the focus of discussion, the purpose is to describe the management of the school culture in order to support the success of character education for students.

CHARACTER EDUCATION The term "character" comes from the Greek "charassein", which means carve patterns are fixed and indelible. Character is a blend of all human nature is fixed, so that it becomes a special mark to distinguish people from one another. Therefore, the character is a pattern of behavior of the individual, or the moral state of a person (Daryanto and Darmiatun, 2013: 9, 63-64). According Damayanti (2014: 11) character is a way of thinking and behaving that is characteristic of each individual to live and work together, both within the family, community, nation, and state. Indi-

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Social Conservation based on Nation Character Building viduals of good character is an individual who can make decisions and be ready to account for any consequence of the decisions he has made. Character education is a planned joint venture that aims to create the next generation who have the basics of good personal, in the knowledge, feelings, and actions (Damayanti, 2014: 12). Daryanto and Darmiatun (2013: 64) explains that character education is the various efforts made by the school personnel, and even performed together with parents and community members to help children and adolescents in order to have a caring nature, opinionated, and responsible. Character education is a national movement launched by President Susilo Bambang Yudhoyono on 11 May 2010. The aim is to create a school in order to have a better quality by means of fostering ethical and responsible, as well as fostering adolescent behaviors through modeling and teaching good character through an emphasis on and the universal values that are believed to be good. Character education is a plus character education, which involves aspects of knowledge, affective, and psychomotor (Daryanto and Darmiatun, 2013: 15; Damayanti, 2014: 11-12). Character education should continue to be done holistically from all educational environment that is family, school, and community. According Miftahudin (in Mulyatiningsih, 2013: 4) character education at an early age in the family aimed at the establishment, at the age of adolescents in schools aimed at development, whereas in adulthood in college aims to stabilize. Rukiyati (2013: 198) emphasizes the holistic character education is interpreted as an attempt to introduce and internalize the values of life that can make students to be fully human (a whole human being). Values of life which meant a unitary system of values that starts from human philosophy which holds that human beings are individual-social, physical-spiritual, autonomous creatures at once creatures of God. The birth of the character education is an attempt to revive the ideal-spiritual pedagogy which pioneered the French philosopher Auguste Comte. Ideal-spiritual pedagogy had lost hit by a wave of positivism. Character is a footbridge knowledge and skills. Knowledge without foundation will mislead personality and skills without self-consciousness will destroy (Damayanti, 2014: 12). Thus concluded that character education is a planned joint venture between school personnel, parents, and community, with the goal of creating the next generation as a person who is able to show a good, by introducing and internalize the values of life that can shape students into a whole human being as a unity of cognitive, affective, and psychomotor. According Lickona (2008) there are several reasons underlying the need for character education in schools: (1) is the best way to ensure students have a good personality in life, (2) is a way to improve student achievement, (3) the majority of students can not be forming character for him in another place, (4) prepare students to respect other parties can live in a diverse society, (5) in order to solve social problems, (6) is the best preparation in accordance with the demands of the working world, and ( 7) teaches cultural values are part of the work of civilization. Damayanti (2014: 16-17) describes the background of the need for the development of character education in schools. The process of education should be oriented towards the attitude or affective aspects as mandated in article 3 Education Law 20 of 2003 on National Education Standards, but in its implementation on the ground is still oriented towards intellectual and psychomotor aspects only. So it is not surprising that most graduate school education institutions have a good academic grades and skills are adequate, but attitude as positive character mirror is still questionable. Character development of students is expected to be the main orientation of school education. Character education in schools should not only be a discourse and a good concept, but can not be implemented in the educational process at school. Character education purposes (Hasanah, 2013: 187-189) basically is to encourage the birth of a good man, which has a charming personality, ethical, earthy, honest, intelligent, caring, and resilient. Growth and development of good character will encourage students to grow with the capacity and commitment to do things the best and do everything right and have a purpose in life. Individuals of good character and resilient is someone who tried to do the best thing to The One Almighty God, himself, others, the environment, the nation, the state, and the international community at large by optimizing the potential for him and accompanied by consciousness, emotion, and motivation. Education is not only limited to menransfer science alone, but more than that, namely, how can shape a person‘s character and and disposition to make it better, to have the ability and skills of qualified, more politely at the level of ethics and aesthetics, as well as the more important is the behavior in everyday life. Efforts to build national character early on through education is the right step. Character education is becoming increasingly important and strategic, especially if associated with the challenges faced by Indonesia in preparing future generations to face increasingly fierce competition not only nationally but also internationally. Schools need to provide education for students character development because of good character will inspire, encourage, and make it easier for someone to develop good habits. It grows and develops habits based on the awareness, confidence, sensitivity, and attitude. Thus, characters can develop into a good habit because of the encouragement from the inside, not coercion from outside.

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MANAGEMENT OF THE SCHOOL CULTURE Culture derived from the Latin word "cultura" meaning care. Culture serves as the setting of adaptation that unite the individual to the social structure (Kusdi, 2011: 48-49). The next cultural concepts associated with the organization in this school, then it is associated with a unique way of working and activity which is owned by the citizens of school organization that differentiates it from other organizations. Schein (in Kusdi, 2011: 50) explains that the school culture is a pattern of basic assumptions invented, discovered, or constructed a group in the process of learning to cope with problems of external adaptation and internal integration, and has been proven to work pretty well, so it is considered valid and must be taught to new members as the proper way to perceive, think, and feel related with the problem encountered. Retnaningdyastuti (2013: 110) explains that the school culture is assumptions, values and norms or rules guiding the school organization to behave for each of its members to cope with external adaptation and internal integration, values and norms within a certain limit is maintained or modified by future generations. From the foregoing it is concluded that the school culture is assumptions, values and norms or rules guiding the school organization to behave for each of its members to cope with external adaptation and internal integration, values and norms within certain limits be maintained or modified by next generation. The term management is defined by Winardi ( in AT Soegito, 2013: 21) as a process consisting of actions: planning, organizing, mobilizing, and oversight conducted to determine and achieve the targets that have been set through the utilization of human resources and sources other. Thus the management of school culture is defined as a process consisting of actions of planning, organizing, mobilizing, and oversight conducted to determine and achieve the goals that have been set regarding the assumptions, values and norms or rules guiding organizations acting school behavior for each of its members to overcome the external adaptation and internal integration through the use of human resources and other resources. Management functions (AT Soegito, 2013: 31) include: (1) planning means determiner action targets and courses of action to be followed, (2) organizing means the act of distributing the work among existing groups, assign, and detailing relationships required, (3) move meant to encourage group members to carry out their duties with good will and enthusiasm, and (4) supervise the means of action in order to supervise the activities in accordance with the plans. According Ndraha (2003: 45-46) the function of school culture is as binding the whole school community, a source of inspiration and pride, the driving force, forming added value, behavior patterns, heritage, substitution, and mechanisms of adaptation to change. Thus the function of school culture management is planning, organizing, moving, and supervise to it that the school culture can be a binder entire school community, a source of inspiration and pride, the driving force, shaping the value-added, behavior patterns, heritage, substitution, and mechanisms of adaptation to change.

MANAGEMENT OF THE SCHOOL CULTURE SUPPORTING THE SUCCESS OF CHARACTER EDUCATION Given the character education is becoming increasingly important and strategic, especially if associated with the challenges faced by Indonesia in preparing future generations to face increasingly fierce competition both nationally and internationally, then efforts should be made to support the success of character education. Character education goal basically is to create the next generation as a person who is able to show a good, by introducing and internalize the values of life. This is consistent with the management functions of school culture through planning, organizing, motivating, and supervision, the expected values guiding the behavior of the entire school community becomes a source of power to drive the entire school community so that a pattern of behavior according to social norms passed on to young generations (in this case the students) so that students with a full awareness of duty, able to realize the advantages, and adapt to change. In the opinion of Kusdi (2011: 127) management of school culture that can support the success of education is as follows: 1. In the plan there is a sense of direction. This indicates the need for clarity of purpose related to the purpose of the character education. For that vision and mission statement of the school needs to be associated with character education. 2. In the organizers based on the role and responsibility. This is reinforced by the organizational structure, job descriptions, descriptions of authority and responsibility in implementing character education.

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In the implementation based on the standards and commitment. It relates to the implementation of the guidelines for the implementation of character education and commitment of each executing. To provide reinforcement given the fairness of rewards. This relates to the reward system to improve performance in order to implement character education. The focus of the management of the school culture is to provide services to the students to have a good character. Service delivery is not due to the control of the external environment.

Based on the opinion of Ndraha (2005: 191-202 ) management of the school culture to support the success of character education when committed : 1. The design of school culture to support the success of character education The design of school culture begins with the formulation of a vision by the school founding, which are then transformed and developed by the school principal next. The next, vision statement are translated into missions. Sagala (2009) adds that the formulation of the vision and mission of the school organization really have the power and generate commitment and motivation to the school community in the achievement of a future that is consistent with the school educational goals. The next, mission and objectives are translated into targed to product output and outcome appropriate of the school education goals. With the achievement of the school education goals means also character education in schools can be achieved. 2.

The establishment of school culture to support the success of character education The formation of school culture stems from the school founding, followed by the school principal. The school founding and the school principal should be someone who has a vision far into the future, feel compelled to implement the mission of the school, and knows exactly how and measures to realize its mission. Through his experience, the school founding and the school principal are able to build a value system that is in accordance with the character education as the source of his philosophy. The school founding must think, work, and live in an atmosphere of openness and togetherness with the school community. School community the opportunity to gain first-hand testimony about the vision and mission that sparked the school founding and the school principal, and the behavior of his example. Testimony about exemplary of the school founding and the school principal at the time influenced the way of thinking, feeling, and behavior of school community; so that through the process of accommodation, acculturation and assimilation character education is embedded in each school community. In this formation stage, the school founding and the school principal by using a strategic management approach to disseminate the values of the characters contained in the school culture to the citizens of the school (Sagala, 2009: 29-30). Later in the school community values these characters internalized into confidence, commitment, and through habituation behavior manifested in everyday consistently. With effective communication; the relationship between the school founding and the school principal with the school community there is mutual understanding, solidarity, openness and responsibility, so that the values of character education can be communicated fully and smoothly (Ndraha, 2005: 141).

3.

Implementation the school culture to support the success of character education. Phase formation will also be the stage of implementation of school culture, because the character values that are internalized in the school community at the same time also consistently through habituation realized in everyday behavior. By using the operational management approach, the policy outlines the school community character education into school activities in accordance with their respective fields (Sagala, 2009: 29-30). Implementation of character education to realize the values of the school culture is done through integrating character education into: subjects by teachers, extracurricular activities by teachers and/or coaches, and guidance and counseling by the school counselor (Daryanto and Darmiatun, 2013: 74 -75). Value investment process that is strongly influenced by the cultural pattern of the school founding and the school principal. Cultural patterns with regard to the consistency between the supposed (intrinsic value) with the realities of the demonstration pattern (extrinsic value) (Ndraha, 2005: 60-64). It is necessary to imitation and habituation, so that cultural values can be actualized in the life.

4.

Control of school culture to support the success of character education Management control of the school culture to support the success of character education can be done by using the arrangement, evaluation, supervision and correction. Evaluation includes several stages namely: benchmarking, field monitoring, field monitoring compare with benchmarks, analysis of observations, feedback, and follow-up. Evaluation can be done by the school principal, school community, and/or stakeholders.

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Proceeding of 4th International Conference on Education and Social Sciences CONCLUSION Character education is a planned joint venture between school personnel, parents, and community, with the goal of creating the next generation as a good personal, by introducing and internalize the values of life that can form students to be fully human as unity of cognitive, affective, and psychomotor. Management of school culture is defined as a process consisting of actions of planning, organizing, moving, and supervision conducted to determine and achieve goals which have been set regarding the assumptions, values and norms or rules the school organization that guiding act for each members to cope with external adaptation and internal integration through the use of human resources and other resources. Management of school culture that can support the success of character education is done through stages: drafting, formation, execution, and control of school culture. The school principal execute strategic management by determining appropriate policies for the implementation of character education for all people in schools ongoing basis, as well as providing imitation, and do habituation. Teachers and school counselors carry out the operational management by implementing character education for students by integrating it into subjects, extra-curricular activities, counseling, imitation, and habituation.

REFERENCES A.T. Soegito. 2013. Pergeseran Paradigmatik Manajemen Pendidikan. Semarang: Fakultas Ilmu Sosial Universitas Negeri Semarang. Damayanti, Deni. 2014. Panduan Implementasi Pendidikan Karakter di Sekolah. Teori dan Praktik Internalisasi Nilai. Yogyakarta: Araska. Daryanto dan Darmiatun, Suryatri. 2013. Implementasi Pendidikan Karakter di Sekolah. Yogyakarta: Gava Media. Hasanah. 2013. Implementasi Nilai-nilai Karakter Inti Perguruan Tinggi. Jurnal Pendidikan Karakter. Th. III. No. 2. hlm. 186-195. Ilahi, Mohammad Takdir. 2014. Gagalnya Pendidikan Karakter. Analisis dan Solusi Pengendalian Karakter Emas Anak Didik. Yogyakarta: Ar-Ruzz Media. Kusdi. 2011. Budaya Organisasi, Teori, Penelitian, dan Praktik. Jakarta: Salemba Empat. Lickona, Thomas. 2008. Pendidikan Karakter. Panduan Lengkap Mendidik Siswa Menjadi Pintar dan Baik. Terjemahan Lita S. 2013. Bandung: Nusa Media. Mulyatiningsih, Endang. 2013. Analisis Model-model Pendidikan Karakter untuk Usia Anak-anak, Remaja, dan Dewasa. Jurnal Pendidikan Karakter. Th. III. No. 2. hlm. 1-18. Ndraha, Taliziduhu. 2003. Budaya Organisasi. Jakarta: Rineka Cipta. -------. 2005. Teori Budaya Organisasi. Jakarta: Rineka Cipta. Retnaningdyastuti, Sri Rejeki, M.Th. 2013. Model Hubungan Kompetensi Pedagogik, Motivasi Kerja, Supervisi, dan Budaya Sekolah dengan Kinerja Guru Pembibing/Konselor di SMP Kota Semarang. Disertasi Program Studi Manajemen Kependidikan Program Pascasarjana Universitas Negeri Semarang. Rukiyati. 2013. Urgensi Pendidikan Karakter Holistik Komprehensif di Indonesia. Jurnal Pendidikan Karakter. Th. III. No. 2. hlm. 196-203. Sagala, Syaiful. 2009. Manajemen Strategik dalam Peningkatan Mutu Pendidikan. Bandung: Alfabeta.

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STRENGTHENING OF CHARACTER, ETHICS AND CARE FOR THE ENVIRONMENT THROUGH OPTIMIZATION OF CHARACTER HERMITAGE Maman Rachman, Moh. Aris Munandar Department of Civics and Politics, Faculty of Social Sciences, Semarang State University ABSTRACT This article is part of the research "A Character Hermitage: Locus Model Nation and Character Building". The study concluded that character hermitage is the locus that impact on strengthening the character. Ethics and care for the environment is part of the character, therefore, this article aims to peel and examine that hermitage character has a reciprocal relationship and impact on strengthening ethics and care for the environment. It began to unravel the strengthening of character, ethics and care for the environment, strengthening the character and care for the environment through the hermitage character. Strengthening is begun by introducing, familiarize, and exemplify the character, ethics and caring envirenment, followed up by character knowing, character feeling, and character action. Furthermore, through dialogue, storytelling, interactive video, comic book, interpreted picture book, and related references, the results indicate that the character hermitage gives impact on the strengthening of character, ethics and care for the environment. Keywords: strengthening character, hermitage character, ethics and care for the environment, the principles of environmentally ethics

INTRODUCTION Half a century ago, the founding father of the nation realize the importance of character development. Soekarno have been warned, if not successful character development or deadlocked, then this nation will become the nation's only porters. The futurist outlook indicates that the character is important to the nation's capital in political constellation, economic, and global culture. Listening to the development of nation and character building in the Republic of Indonesia trip can be reviewed and the position descriptions of the nation and character building. During the administration of President Sukarno, nation and character building aimed at strengthening the independent spirit, against all forms of colonialism (imperialism and colonialism; unite all elements of the nation from Sabang to Merauke, sovereign in the sense stand equally with other countries), in the end all of referrals the jointed to Pancasila (five principles) as the basis and direction of development of Indonesian socialism, guided democracy, the Indonesian economy, and national identity. Beginning, started learning the values of the character of the nation is of informal education, and in parallel continue in formal education, and informal. Current challenges and future how to put character education as the nation's strength. Therefore, policies and implementation of character-based education becomes very important and strategic in building this nation. It is of course also requires the support of institutions conducive political, social, and cultural nation. Planting wisdom of the diversity of cultural values and social life is a way of starting the implementation of character education. Wisdom that immediately arises, if one opens oneself to live with the reality of plurality that happen. Therefore, character education must be placed in the right position, especially when dealing with conflict based on race, ethnicity and religion (Budiningsih, 2004). The values in character education is developed based on several sources, namely religion, Pancasila, culture, and the national education goals (Hasan, 2012). The first is the religious factor. Religion is faith, which regulates human relationship with God, fellow human beings and human beings for its adherents. Second, the values of Pancasila. The Republic of Indonesia is established on the principle of nationhood and statehood called Pancasila. Pancasila contained in the preamble of the 1945 Constitution and further elaborated into its articles contained in the 1945 Constitution. This means that there are values in Pancsila be the values that govern the political, legal, economic, social, cultural, and artistic articles of the Constitution 1945. Third, cultural values, means it is a truth that no man is live in a society that is not based on cultural values recognized by the community. Fourth, national education goals. The purpose of national education is a quality that should be owned by every citizen of Indonesia, developed by various educational units at various levels and paths.

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Proceeding of 4th International Conference on Education and Social Sciences Some experts have asserted various theories about character education. According to Hersh et al. (1980), among the theories which were being developed, there were six theories that were widely used; those were: rational development approach, consideration approach, value clarification approach, moral cognitive development approach, and social behavior approach. Unlike those classification, Elias (1989) classified various theories into three types, those were: cognitive approach, affective approach, and behavioral approach. This classification, according to Rest (1992), was based on three elements that were normally used as bases on psychological review, those were: behavior, cognitive, and affection. Whereas, Superka et al. (1976), Zakaria (2000), and Rachman (2001, 2002) put forward five theories of value approach; those were inculcation approach, cognitive moral development approach, value analysis approach, value clarification approach, and action learning approach. The implemention of character education at schools could be conducted by using educational model which was holistic, integrated, and comprehensive (Wibowo, 2013; Zuchdi, 2010; Zuchdi, 2013). Holistic educational model included three aspects; those were knowing the good, feeling the good, and acting the good. Knowing the good was a transfer of good knowledge (cognitive). After knowing the good, we had to grow feeling and loving the good, that was how to feel and love the good as a device to stimulate people to always do the good, and grow an awareness to do the good because of their attachment on feeling and loving the good. After they got used to doing the good, they had to get accustomed to acting the good in their everyday lives. Lickona et al. (1992) put forward 11 principles to realize an effective character education at schools; those were (1) developing the core ethics and the complementary working values, (2) defining characters comprehensively including thinking, feeling, and behavior, (3) employing approaches comprehensively, purposively, and proactively in developing characters, (4) creating an attentive school community, (5) giving students opportunities to do moral deeds, (6) creating academic curriculum that was meaningful and challenging as well as respecting all students, developing characters, and helping students to succeed, (7) attempting to improve students‘ motivation, (8) involving school staffs as a moral and learning community which shared responsibility in character education in order to obey the same core values in guiding the students‘ education, (9) nurturing togetherness in moral leadership and a long-term support for the initiative character educators, (10) involving family and members of society as partners in an attempt of strengthening characters, and (11) evaluating school characters, function of school staff as character educators, and how far the students could manifest the good characters. Character education could be conducted through three approaches. Firstly, it could be conducted through a national policy that was passed to the educational unit level. Secondly, it could be conducted by observing the best practices of character education. Thirdly, it could be conducted through a revitalization of extracurriculer activities such as student scout, canteen of honesty, the School Health Unit, the Student Red Cross, science and sport olimpiades, school go green, anti-corruption education, traffic-obedience education. Besides, there were four steps to hold a character education. The first step was planting which was done by introducing bad and good concrete examples, explaining positive and negative consequences, monitoring done by parents, teachers, and society, fixing the bad in a good way. The second step was growing. It was done by recalling the results of planting, guiding, and monitoring. The third step was developing. It was done by doing concrete activities, giving trust through discussion, role-play, stimulation, telling stories of examplary role-model, utilizing medias (video, film) appropriately and effectively (Sheldon, 2004; Iswinarti, 2010). In relation to video learning, Widiati et al. (2013) asserted that learning material such as video was very relevant in helping the students achieve cognitive, affective, and psychomotoric competences. The fourth step was strengthening. This step was done by giving students opportunities for self-actualization by doing real action which was done together with friends or society, encouraging the students to actively participate and to be responsible in their attitudes, actions, and utterances. The implementation of character education could be realized in (1) lesson subjects by developing syllabi and lesson plans, (2) lesson subjects of local culture which matched competences developed by the school and local government, (3) self-development activities by getting used to something such as routine activities, spontanious activities, role-model activities, and programmed activities, (4) extracurricular activities such as Student Scout, Student Red Cross, canteen of honesty, School Health Unit; Student Scientific Activities; sports, arts; Student Organization, and (5) guidance and counseling by giving services for the students dealing with problems.

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Social Conservation based on Nation Character Building STRENGTHENING OF ETHICS AND CARE FOR THE ENVIRONMENT Environmental Ethics Humans can not be separated from the environment, is obliged to respect, appreciate and preserve the values contained in the environment. This is because humans are an integral part of the environment. Therefore, positive human behavior can lead to the environment remain stable, while the negative behavior can cause environmental damage. Human ethics of something is good lifestyle habits are passed down from one generation to another. Ethics contains rules about how people should behave, on the orders and prohibitions of the good and bad human behavior. In addition, to express, maintain, and preserve the values that are considered good and important. Thus, ethics contains the moral principles that should be used as a handle in guiding behavior. Environmental ethics is man's moral wisdom in dealing with the environment. Environmental ethics is considered that any activity regarding the environment considered carefully, so that the environmental balance is maintained. The human part of the environment, the human need to preserve, cherish and preserve the environment. Environment created not only for humans but also for the entire course of natural components in the world. Environmental ethics can be categorized into conservation ethics and ethical maintenance. Conservation ethics are ethics that emphasizes conservation seek for the benefit of man, while maintaining ethics is intended to support the preservation of the environment for the benefit of all beings. Environmental ethics can be divided into shallow environmental ethics ethics, ethics moderate environmental ethics, environmental ethics and ethics deep.

Shallow Environmental Ethics Shallow environmental ethics is the approach to the environment that emphasizes the function of the environment as a means of organizing human interest and is anthropocentric. Ethics shallow environment is usually applied on the philosophy of rationalism and humanism and science mechanistic. In this case, nature is only seen as a means of meeting the needs of human life. The main points of emphasis in the anthropocentric ethics is: man apart from nature, giving priority to the rights of man over nature but does not emphasize human responsibility, prioritizing human feelings as a central concern, policy and management sunber natural resources for the benefit of man, the norm is the main profit and loss , prioritizing short-term plan, solving the ecological crisis by setting the number of people, especially in poor countries, and received a positive way of economic growth. Deep Environmental Ethics Deep view of environmental ethics states that the true nature of life functions, should be respected and treated in a way that is good (environmental ethics ekstensionisme or preservation). Because nature is recognized as a pillar of human life and the whole of creation. For that men are called to care for nature for the sake of common interests, human interests and the interests of nature itself. Here are the things that are emphasized in the ethical environment in which humans are part of nature, emphasizing the rights of other living creatures, although it can be used by humans, should not be abused, concerned about the feelings of all beings and nature sad if abused , environmental management policies for all beings, nature must be preserved and not be controlled, the importance of protecting biodiversity, respect and preserve the natural system, prioritizing long-term goals according ecosystems, criticized the economic and political system and thrusting alternative systems that take while maintaining the system. Furthermore, Keraf; Hargrove and Sagoff in (Sholihah 2011) suggests some principles that can be handle and guidance for human behavior in dealing with nature. 1) Respect for nature. This principle shows that nature has a right to be respected, not only because human life depends on nature, but mainly due to the fact that the human ontological is an integral part of nature. 2) The principle of responsibility. This principle states that every person charged and called for the responsibility for maintaining the universe as belonging together by having high as personal property, 3) Solidarity cosmic. This principle encourages people to save the environment, to save all the lives that exist in nature. 4) The principle of compassion and concern for nature. This principle is a moral principle, which means that without expecting anything humans have to show and care for nature. 5) The principle of no harm. This principle means no harm nature do not need, do not need to perform actions that harm or threaten the existence of other living creatures.6) The principle of the simple life in harmony with nature. This principle emphasizes the value, quality, way of life, and not wealth, means, and standard material. 7) The principle of justice. This princi-

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Proceeding of 4th International Conference on Education and Social Sciences ple is more emphasis on how people should behave towards one another in connection with the universe and how the social system must be set. 8) The principle of democracy is very diverse universe. This principle gives the widest place for differences, diversity, and plurality. therefore, people who care about the environment are democratic. 9) The principle of moral integrity. This principle requires that public officials have a respectable attitudes and behavior as well as to uphold moral principles that secure the public interest. Character Environmental Care The character is a personality, attitude, temperament that formed from the internalization of various virtues are believed and used as the basis for perspective, think, behave, and act. Virtue consists of a number of values, morals, and norms. Curriculum Center Ministry of National Education (2010) suggests there are 18 values in the educational development of the nation's culture and character created by the National Education. Starting from the academic year 2011, all levels of education in Indonesia must insert the character education in the education process. All eighteen characters are religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love of country, respect for the achievements, friendly/communicative, love peace, love reading, caring environment, social care, responsibility. Character care environment is a concern for the environment are manifested in the willingness themselves to declare the action that can improve and maintain environmental quality in any environment-related behavior. How important environmental education and learning environment of life. Relation to its importance, Dorothy Law Nolte stated that children learn from life environment. The full statement is as follows: (1) If children live with criticism, he learns cursing, (2) If children live with hostility, he learns to fight, (3) If children live with ridicule, he learns of inferiority, (4) If children live with humiliation, he learned to feel regret for myself, (5) If children live with tolerance, he learns restraint, (6) If children live with praise, he learns to appreciate, (7) If a child is raised with the best of treatment, he learns justice, (8) If children live with security, they learn to trust, (9) If children live with approval, he learn to love yourself, (10) If the child is raised with love and friendship, he learns to find love in life

STRENGTHENING OF CHARACTER AND CARE FOR THE ENVIRONMENT BASED ON CHARACTER HERMITAGE One thing that needs to be done for the development of character and care for the environment is the formation of a container by institutions or educational institutions in particular, which can be used as a platform to discuss, discourse, applying models of character development and environmental care. At this locus can target audiences in depth with full awareness to understand, internalize the values of the characters and care about the environment in their souls intact. Locus in question is character hermitage as a character development and environmental care. Hermitage is a place where youth "ndepok" (sit) to gain knowledge and practice skills in a teacher who is believed to have the knowledge and skills that are high on something. "NDepok" is a verb meaning Javanese who have stayed at home or in a place provided by the teacher within a specified period for the purpose of learning to master the (PnPSI, 2011). A hermitage has three characteristics. First, hermitage in general is a complex consisting of a few simple buildings, including residential buildings teacher. Occupants hermitage consists of a number of youth who are learning and the teacher with his family. Second, hermitage always located away from the crowds, usually in mountainous areas and forests. The selection of such sites was intended to get a better atmosphere for the sake of learning and teaching. Youths who live and study in the hermitage as well as working for the hermitage, in earlier times in the Java language called "apprentice". Third, hermitage teach science and specifically certain skills, such as knowledge and skills about the arts-dance, music, sound art, religion, system-martial. etc. The hermitage function, at least have five 5 functions, those were as: 1) the information center, education, presentation and promotion of various matters relating to the hermitage purpose, 2) the center of various activities related to the preservation, development, deployment and improving the image and value -value developed in related hermitage, 3) a tool to strengthening the unity of the community to the purpose of the hermitage, 4) a means of strengthening the friendship between the peoples according to the vision and mission of hermitage society, and 5) means a code of conduct and pledge to popularize related hermitage (PnPSI, 2011). The culmination of education is character. This is consistent with the statement Dewantoro (1973) stating that "... education is a growing effort to advance the character (inner strength, character), mind (intellect), and the child's body. The parts that should not be separated so that we can advance the perfection of life of our children .. ". That goal will be achieved if education is well managed. Therefore, education

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Social Conservation based on Nation Character Building management functions such as planning, organizing, implementing, and controlling (Terry, 1970) needs to be applied in establishing the character hermitage. Strengthening character, offered hermitage character is character Department of Civics, at Faculty of Social Studies, Semarang State University. Establishment hermitage characters along the existing fittings in the hermitage, arranged on management functions, as proposed Terry (1970). Establishment hermitage be managed by implementing management functions, because the management refers to the work being done with and through people and groups, with a view to achieving organizational goals. While management function refers to a series of different activities which have been assigned fair and mutually dependent relationship between the one and the other, carried out by people, institutions or parts thereof, which are given the task to carry out these activities (Hersey and Blanchard , 1982). The devices that available on the character hermitage major citizenship and political is the guidance book of character building, teaching book of character building, interactive video, comic book, evaluation instrument, and interpreting picture book. The content of teaching book is all character that should be built, they are religious character, honesty character, responsibility character, discipline character, democracy, logical thinking, concern and care, help desire and nationalist. The systematic source on each character is the dimension of character feeling, dimension of character knowing, and dimension of character action. The content of teaching book is designed based on that systemic related to the 2013 Curriculum. The 2013 Curriculum emphasis that in the learning activity there would be developing attitude, knowledge and skills in the combination and of variety suppressions (Permendikbud, 2013). The dimension of character feeling is the steps stages meant that users have emotional skills or attitudes that may be related attitude reflection in interacting with characters that will be built. The stages are (1) a request for the user to listen to readings in the form of a story, storytelling, followed by a presentation of video recordings of each character to be built, (2) a request to the user to perform the required activities related to the character that will be built, ( 3) evaluation work attitude as a form of reflection of the attitude. Studies carried out with due regard to the level of age, child development, or education. Based on such a variation peelings way, the user is expected to understand and have self-awareness associated with the strengthening of character is built. The presentation of storytelling on character education is in accordance with the statement of the experts who claim that the fairy tale is the tradition and heritage of mankind throughout the ages, effectively participate in shaping the character of the nation since they are still in the cradle (Hendri, 2013; Gunawan, 2014). Education based on the fairy tale characters will not be separated from the grand design goal of character education with distinctive packaging, which utilizes speech tradition. Character education has a purpose that is in four main points, namely if the liver, if thought, sports and kinesthetic, though feeling and intention (Samani and Hariyanto, 2012). Presentation of the fairy tale is also in accordance with the opinion of McClelland (1978) inventor of the theory of N-Ach (Need for Achievement) which states that the fairy tale has an important role for the progress of the nation's 25 years into the future. Growth in a country under the influence of fairy tales can actually be thorough in economic growth, cultural, political, and social. Fairy tales can also be a positive effect on a child's mental growth. When it grows in good mental, self-reliant attitude to continue to strive to succeed by itself will be stronger as well. Furthermore, using multi-media storytelling through involving role as role models of moral character, in accordance with the opinion of Sheldon (2004) that storytelling is one of the appropriate methods to convey moral messages through the role of the characters in a story as a role model. Thus, storytelling has the ability to convey moral values for children and adolescents are more receptive to information through audio-visual. Therefore, it is advisable storytelling presented in multiple media so interesting affective and cognitive engagement of learners in internalize moral values presented. The dimension of character knowing that is meant to let users have the academic skills associated with that character is built. The steps include: (1) the delivery of the principles, objectives and benefits of each character is built, (2) a request to the user to explain the meaning of the characters are built, (3) a request to the users express the similarity and differences of character is built. Studies carried out with due regard to the level of age, child development, or education. Based on the study of such variations way, the user can understand the meaning of each building character. The dimension of character action whose is intended to stage the user has behavioral skills productive thought and action associated with that character is built. Stages include: (1) a request for the user to listen to readings that are presented related characters are built, (2) a request to the user to perform or play activities for which the associated character is built, (3) suggests that positive behavior and misbehavior done avoided. Studies carried out with due regard to the level of age, child development, or education. Based on the study of such variations way, the user can understand and have the self-awareness related characters are built. At each end of the submission of an evaluation or observation in accordance with the established domains. Culmination of ownership of the three domains, users fully awakened character built in accordance with the character.

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Proceeding of 4th International Conference on Education and Social Sciences The results of the experiment were categorized very good in the dimension of reaction, good in dimension of learning, good in the dimension of behavior, and good in the dimension of result. Besides, the results of experiment were categorized good on the aspect of model compatibility, good on the aspect of model practicality, very communicative on the aspect of communicating, and very informative on the aspect of informing. It was shown on the diagram of character building model on the following Figure.

Figure1. Steps of Character Building Model CONCLUSION Strengthening character, ethics and care for the environment is an investment and developing attitude or disposition caring environment with a variety of behaviors and activities. To familiarize ethics and care for the environment needs to be education of character. Movement, starting from the family, school, and community levels. With caring character education environment, will have a stock of knowledge, feelings, behaviors characterized caring environment. Humans must have a "moral commitment" create solidarity with the change of mental attitude, mindset or paradigm that is to provide care for the creation of harmonious living with his fellow human beings, the natural environment and biodiversity in harmony, harmony and balance. Environmental ethics becomes very fundamental in the human effort to maintain and utilize environmental resources. Character hermitage able to strengthen character, ethical and environmental concerns. Strengthening implementation is done by step of development character feeling, knowing, and the character action, through the delivery of storytelling, interactive video, comic book, interpreted picture book, and related references,

REFERENCES Budiningsih, Asri. 2004. Pembelajaran Moral Berpijak pada Karakteristik Siswa dan Budayanya. Jakarta: PT Rineka Cipta. Dewantara, Ki Hajar. 1962. Pendidikan. Yogyakarta: Majelis Luhur Persatuan Taman Siswa. Elias, J. L. 1989. Moral Education: Secular and Religious. Florida: Robert E. Krieger Publishing Co., Inc. Gunawan, Heri. 2014. Pendidikan Karakter: Konsep dan Implementasi. Bandung: Alfabeta

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Social Conservation based on Nation Character Building Hasan, S. Hamid. 2012. Pendidikan Sejarah untuk Memperkuat Pendidikan Karakter. Paramita Jurnal Sejarah dan Pembelajaran Sejarah. Semarang: Jurusan Sejarah FIS Unnes. Handoyo, Budi. 2012. Kendala-Kendala Implementasi Pendidikan Karakter di Sekolah. Tersedia pada http://hangeo.worpress.com/2012/03//15. Hendri, Kak. 2013. Pendidikan Karakter Berbasis Dongeng. Bandung: PT Remaja Rosdakarya Offset. Hersey, P dan Blanchard. 1982. Management of Organizational Behavior: Utillizing Human Resources. New Jersey: Prentice Hall Inc. Hersh, R.H., Miller, J.P. & Fielding, G.D. 1980. Model of Moral Education: An Appraisal. New York: Longman, Inc. Iswinarti, 2010. Nilai-Nilai Terapiutik Permainan Tradisional Engklek untuk Anak Usia Sekolah Dasar. Tersedia pada www.google.com. Kemendiknas. 2010. Buku Induk Pembangunan Karakter. Jakarta: Kementrian Pendidikan Nasional Lickona, Thomas. 1992. Educating for Character: How our Schools can Teach Respect and Responsibility. New York: Bantam Books Publishing History. McClelland, David. 1978. Managing Motivation to Expand Human Freedom. American Psyclologist (3) 201-210. Peraturan Menteri Pendidikan dan Kebudayaan No. 81A Tahun 2013 tentang Implementasi Kurikulum Pedoman Umum Pembelajaran PnPSI. 2011. Padepokan Pencak Silat Indonesia. Jakarta: PnSPI. Puskur. 2010. Pedoman Pengembangan Pendidikan Budaya dan Karakter Bangsa bagi Sekolah. Jakarta: Kementerian Pendidikan Nasional Rachman, Maman. 2001. Reposisi, Reevaluasi dan Redefinisi Pendidikan Nilai bagi Generasi Muda Bangsa. Jurnal Pendidikan dan Kebudayaan Tahun ke-7 Nomor 028: 1-11. Jakarta: Balitbang Diknas. Rachman, Maman. 2002. Implementasi Pendidikan Budi Pekerti dalam Keterpaduan Pembelajaran. Jurnal Pendidikan dan Kebudayaan Tahun ke-8 Nomor 036: 376-387. Jakarta: Balitbang Diknas. Rest, J.R. 1992 Komponen-komponen Utama Moralitas. Dlm. Kurtines, W.M. & Gerwitz, J.L. (pnyt.). Moralitas, perilaku moral, dan perkembangan moral:37-60. Terj. Soelaeman, M.I. & Dahlan, M.D. Jakarta: Penerbit Universitas Indonesia. Samani, Muchlas dan Hariyanto. M, S. 2011. Konsep dan Model Pendidikan Karakter. Bandung: Remaja Rosdakarya. Sheldon, Lee. (2004). Character Development and Story Telling. Boston: Thomson. Sholihah. 2011. Etika Lingkungan, tersedia pada http://blogs.itb.ac.id. Superka, D.P., (et al). 1976. Values Education Sourcebook. Colorado: Social Science Education Consortium, Inc. Terry, George R. 1970. Prinsip-prinsip Manajemen. Terjemahan oleh G.A Ticoalu. 2006. Jakarta: Bumi Aksara. Wibowo, Agus. 2013. Pendidikan Karakter di Perguruan Tinggi. Yogyakarta: Pustaka Pelajar. Widiati, Utami, dkk. 2013. Media Video Pembelajaran Methods of Tefl. Jurnal Ilmu Pendidikan, Jilid 19, Nomor 1, Juni 2013: 61-68. Zakaria, Teuku Ramli. 2000. Pendekatan-pendekatan Pendidikan Nilai dan Implementasi. Jurnal Pendidikan dan Kebudayaan Tahun ke-6 Nomor 026, Oktober 2000. Jakarta: Balitbang Diknas. Zuchdi, D. dkk. 2010. Pendidikan Karakter dengan Pendekatan Komprehensif: Terintegrasi dalam Pengembangan Kultur Universitas. Yogyakarta: UNY Press. Zuchdi, D. dkk. 2013. Model Pendidikan Karakter: Terintegrasi dalam pembelajaran dan Pengembangan Kultur. Yogyakarta: UNY Press.

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GENDER EQUALITY IN REALIZING GOOD, FAIR AND EQUIVALENTS DEMOCRATIC GOVERNANCE Martien Herna S Department of Civics and Politics, Faculty of Social Sciences, Semarang State University ABSTRACT Politics is not merely a political fight, yet all things that related to decision-making, organizing, planing, and the way of using resources in order to obtaining prosperity. Politics exist in two domain, those are formal and informal. Formal political decision referred to parliamentary and state institutions legislative, executive, political parties, government, resources, and public policy. While informal political decision refers to the phenomenon happen in wide society, families, communities, neighborhoods, and organizations. Women are able to participate in formal and informal political territory. Patriarchal culture system is one of the women boundary in public sector, while Indonesia guarantees their civilian participation, not to mention women. This is a contrary to the requirements of a good governance that should be supported by wholly participation, rule of law, transparency, responsiveness, equity and fairness, and accountability. The women activists struggle, formally, begin with the 30 percent quota up to the zipper system in 2009 election. This phenomenon, not merely conclude that the Indonesian women have been liberated from the inequality gender problem. The ethnical slogans that consist of cultural values such as "pardijabu (Batak) and ―konco wingking‖ (Java), brings some influence in male and female power distribution, even within the domestic or public sphere. Keywords: gender equality, women's, and good governance

INTRODUCTION Although women occupied by their great contribution in the history of mankind's existence, as a matter of fact, they used to be the victims of political marginalization by society and the state indeed. Even the causes and effects of each nation exist in different context, but women discrimination massively occurred. Rhona K.M. Smith stated as follows. "Women are frequently to violence within the home. Statistics show the most domestic abuse is directed towards women and girl children. Clearly, Reviews those that are subjected to abuse and routinely degraded and belittled are less Likely to enjoy the full range of universal rights. They are Often less-able enjoy the freedom to choose Reviews their own destiny and tge education to render dreams a reality. As this violence is frequently covert and may occure in the context of a home, women are less Also Likely to seek legal redress. Should they attempt to invoke the criminal law, many problems are encountered. For example. Most societies were slow to Recognize marital rape as a crime "(Muhtaj, 2008: 233).

This condition persisted due to the stereotypes and religious beliefs of culture practices that disadvantage women. The concept of women recognition and respect as human beings, substantively recognizes and respects women right as a inherent rights which is inseparable; this understanding is the entry point of women to stand in their position as dignified human beings. ICCPR perspective stated that men and women have the same civil and political rights, those are the right to life, the right to be free from slavery and trafficking, the right of personal freedom and security, the right of humanely trated in all circumstances, the right of act freely, choose residence, the same political right before the law, the right of not interfering personal problems, the right to think, hold and believe in religion freely, the freedom of speech, the right to join unions, the right in marriage, the same right in government administration and the right to equally treat under law protection (Mustaj, 2008: 236). In the public, the low participation of women in politics has always been associated with patriarchal culture system, eventhough Indonesian constitution guarantees all civilian participation, not to mention women. The low participation number of women impacted on the insensitive-gender policies caused by men domination in policy making. This is as admitted by Karam and Lovenduski, that there will be-at least- a fundamental change in the institutional level, if there are women participation in parliament (Budiarti: 2011). Ideally there should be no state discrimination caused by gender, as well unjustified discrimination of religion differences, language, economic class, and so on, because it is incompatible to the democracy principles and universal human rights. Since zipper system is valid in 2009, the number of women in parliament increase; but if it is compared with Indonesian women population, the number of women involvement in parliament regarded low.

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Social Conservation based on Nation Character Building According to the National Commission for Women, there are external and internal factors that cause poor representation of women in the parliament (www. Komnasperempua.go.id). The external factors that affect such as: 1) the parties have not been open the women opportunities to sit in a strategic leadership position or policy decision- makers, 2) decision-making and policies of political parties often ignore the women interests, and aspirations, 3) the minimum support of family and society members toward women that taking part in political sector, 4) a judgemental view that politics is a man's world, harsh, full of anarchic intrigue and not suitable for women, 5) government unit that handles the women empowerment is not focusing on gender mainstreaming policy socialization. meanwhile the internal factors are: 1) women are not interested to join in political area, 2) women that are involved in the organization often interrupted in reaching the top position of a political parties, 3) women's domestic roles that can not be ignored, 4) inability in providing time to take part in a political party, and 5) the lack of capital access to support the woman activities in political parties.

GENDER EQUALITY Gender discussion sometimes causing any reaction from several community circle, not to mention for the women themselves because people still regarded gender as a western culture product. This is a result of public misunderstanding in general that interpret gender as the synonymous of female gender. Gender derived from the English language which means "sex", the term defined as "an inherent nature of men and women that are socially constructed, culturally, or social relation that vary between women and men and depend on culture, religion, history, and economy (Mufidah, 2010: 3). There is a misunderstanding between gender and sex. The error lead to multiple interpretations, it may caused a gender bias understanding. Public commonly use the term gender to addresed men and women biologically. Asmaeny Aziz defines gender as a legal concept that distinguishes (in the sense of selecting or separating) the roles of men and women. The difference between the functions and roles of men and women was not based on biological differences or nature, but are distinguished or separated according to the position, function, and role of each in various fields and development (Aziz, 2012: 42). If gender were associated with equality in the political field, the presence of women in parliament should not only be seen in terms of quantity, but also from the individual ability; the meaning of equality in this case is how the nation provides equal opportunities of women and men to take position by their own effort. Employing their ability, accompanied by intelligencce, character, and goodwill; a government as representative will credibly trust by the people as the person that they represent. Hans Kelsen said that, "to prove the actual relationship of representation, it is not enough that a representative be appointed or elected by the people they represent. The government representative needs a legal requirement to take the will and the people they represent, and the fulfillment of this obligation must be guaranteed by law. It means, women need to sit in a chair of the House with all ability, so that people sympathycally and put their trust to women. Based on the theory Fenitchel Hanna Pitkin of descriptive representation, in a country where there is 30% female, female representation in parliament should also be 30%. It can be concluded, if the ratio of women and men in Indonesia 49%: 51%, then the number of representatives need to be accordance with the percentage. The form of descriptive representation is needed because Indonesia consists of various communities. With the presence of a representative, hopefully the participation of each member in the group will increases. This theory has been used in the US and it were able to increase the confidence of the representatives constituents that impacted on increasing the voters percentage in the next general election. Furthermore, Anne Philips stated that to improve women percentage in parliament, laws must employ some conditional circumstances on a political parties in giving women some equal opportunities to be nominate. This is where the importance of appliying women's quota policy, not only to the minimum number of female candidates, but also the minimum number of women managing the party. Quota policy will open the women opportunity to be a candidate in the election. Scandinavian countries and South Africa experience it (Ramses and La Bakry, 2009: 304).

THE JURIDICAL BASIC PRINCIPAL OF WOMEN EQUALITY IN POLITIC Juridical equality between men and women are guaranteed in various areas of life as stated in the 1945 Constitution. On the constitution, there is no prohibition of a women to hand over a quota of women in parliament as contained in Article 28H paragraph (2) of the 1945 Constitution. This is emphasized in Law No. 39 Year 1999 on Human Rights in Article 45 and Article 46 which provides that the electoral system, party, legislative elections, and systems for the executive branch, the judiciary, must ensure the

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Proceeding of 4th International Conference on Education and Social Sciences representation of women as required. In the political parties were also already arranged that each political party should pay attention to the representation of women as much as 30%. However, there is no strict sanctions against the party who violated as in Argentina. Ley de Cupos reject the party who did not meet the quota of women to participate in elections. Indonesia has ratified the Universal Declaration of Human Rights, the Convention on the Elimination of All Forms of Discrimination against Women (Convention on All Forms of theElimination of Discrimination Against Women-CEDAW) adopted by Act No. 7 of 1984 on the Ratification of the Convention on the Elimination of All Forms of Discrimination against women. Article 4 paragraph 1 of this law state the obligation to give special regulations in accelerate gender equality between women and men. Similarly, Act 39 of 1999 Section 46 of the Human Rights (HAM) states that the electoral system, party, election of members of the legislature, and the system of the executive branch and the judiciary have to ensure the representation of women in accordance with specified requirements. The rule of law is also reinforced by Presidential Instruction (Instruction) 9 of 2000 on Gender Mainstreaming (Pengarusutamaan Gender or PUG) in National Development. This decree formulate PUG as a strategy to achieve gender equality through policies and programs that pay attention in women and men experiences, aspirations, needs, and concern into the process of planning, implementation, monitoring, and evaluation of all policies and programs in various fields life and development sector (Perception Study Final Report Against Women Act Quota 30% in Kendari Fiscal Year 2009, BAPPEDA and Investment Government of Kendari, 2009, hlm.1-2). That is, this Instruction requires all national development policies and programs, designed in gender perspective (Maria Ulfah Anshor, "Women's Leadership Challenges in the Local Level", Journal of Gender Studies and Child 3 (1): 1, in www.scribd.com., 2008 , accessed on 5 April 2015). Thus, this Instruction is a woman opportunities participate actively in the development, especially on the development of a gender-basic politics (Imas Rosidawati, 2015) Implementation of gender as a main purpose at the local level also stated in the Decree of the Minister of Home Affairs No. 132 of 2003 on the General Guidelines Implementation of Gender Mainstreaming in Development in the Region, however, even the juridical device does not distinguish juridical rights and obligations of citizens based on gender, the juridical devices often have no significant effect in everyday life. So does the political field. Women are often become the subordination in many ways, especially in determination and decision-making. There are a gap of women represents in political institutions (Discussion "14 Years of Reform: Democratic Deficit Blocking the Constitutional Women's Rights" organized by the National Commission on Women in Jakarta on Sunday (May 13, 2012), the Democratic Deficit Deter Women's constitutional rights, http : //icrponline.org/052012/post-1961.html, 5 April 2015). In other countries, such as France, the amendments constitution of 1999 granted the equal access for women and men which are 50% of the candidates on the list should be women. Political parties will get financial penalties if they do not comply with the provisions stipulated in the Parity Law 1999. The Egyptian state has set up several mechanisms to facilitate women into Egypt parliament, one of the mechanism is 30 seats that are reserved for women in Parliament in accordance with a presidential decree in 1979. These countries would entitle her to a variety of alternative policies that can facilitate so that the representation of women in parliament can be met. The following table shown the number of women in parliament from the start up to 2004 before the Constitutional Court No. 22-24 / PUU-VI / 2008. Table 1 Comparison of Number of Members of Parliament by Sex Election Results 1995-2014 Period

%

Women

1950-1955

245

9

3,7

236

96,3

1955-1960

289

17

5,9

272

94,1

1956-1959

513

25

4,9

488

95,1

1971-1977

496

36

7,3

460

92,7

1977-1982

489

29

5,9

460

94,1

1982-1987

499

39

7,8

460

92,2

1987-1992

565

65

11,5

500

88,5

1992-1997

562

62

11

500

89

1997-1999

554

54

9,7

500

90,3

1999-2004

546

46

8,4

500

91,6

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Total

Men

%

Total DPR Numbers

Total

Social Conservation based on Nation Character Building 2004-2009

550

63

11,5

487

88,5

2009-2014

560

99

17,7

461

82,3

Source: KPU 2014 Based on the above data, the percentage of female members of Parliament have increased if it is compared to the previous. This also confirms, that the zipper system can significantly increase the women representative.

GOOD GOVERNANCE Good Governance is defined by the World Bank as a public service that is efficient, reliable judicial system, and the government is responsible to the public. European Community to formulate good governance as a socio-economic policy management that makes sense, democratic decision-making, transparency and accountability of government adequate financial, creating an environment that is friendly to the market for development, measures to combat corruption, respect for the rule of law, respect for human rights, freedom of the press and expression. While UNDP (1997) gives the notion of good governance as a consensus reached by the government, citizens and the private sector for governance in a country. This is a dialogue that involves all participants so that everyone feels involved in government affairs. Furthermore, the Association of Indonesian City Government (APEKSI) and Indonesian Regency Cooperation Agency (BKKSI) and the Association of Indonesian Regency Council (Adeksi) has adopted the ten principles of good governance (good governance). The ten principles include: 1) transparency, 2) participation, 3) accountability and supervision, 4) predictability, 5) responsiveness, 6) the efficiency and effectiveness, 7) equality or justice, 8) strategic vision, 9) professionalism, and 10 ) law enforcement (Rahardiansyah, 2012: 431-436). Basically, the concept of good governance provide recommendations on the democratic system of government that emphasizes equality between state institutions both at the central and local levels, the private sector, and the public. In realizing that good governance can be supported by several pillars of trust. First, the participation of all citizens entitled to be involved in decision-making, either directly or through legitimate representative institutions to represent their interests. Second, law enforcement, public participation in the political process and public policy formulations require the system and the rule of law, Third, transparency, governance target today is the belief that ruled against the government as an output. Fourth, responsive, the government must understand the needs of their community, do not wait for them equaled-the desires it, but they proactively studying and analyzing their needs, and then give birth to a strategic policy to meet the public interest. Fifth, equality and justice, as a civilized nation, and continue to strive towards the goal of good governance, the rule management process should provide opportunities, opportunities, services and equal treatment in the corridors of honesty and fairness. Sixth, accountability is the obligation to provide accountability or answer and explain the performance of the actions of a person / legal entity / leadership of an organization to the party who has the right to request information or victory or liability (Nawawi, 2012: 24). Indonesian Women's Participation in Parliament On October 1, 2014 is an important event for the development of democracy in Indonesia, where the inauguration of members of the House and the DPD period 2014-2019. A total of 560 members of the House of Representatives, consisting of 463 men and 97 women; and 132 members of the DPD, which consisted of 98 men and 34 women, officially begin his duties as representatives of the people. There is a long list of expectations for new members to improve the performance of the legislature in the legislation, budgets, and monitoring. In this phenomenon, generally the amount of the election of women as members of legislative election results in 2014 decreased compared to the elections of 2009. Table 2 illustrates the acquisition of seats in the legislature from 2004 to 2009.

Types of Membership DPR RI DPD RI DPRD Province DPRD District/City

Table 2 Acquisition Legislative Chair 2004-2009 Women Men Total Seats 97 (17.3%) 483 (86.3%) 560 34 (25.8%) 98 (74.2%) 132 309 (14.6%) 1.805 (85.4%) 2.114 seats (33 province) 2.406 (14.2%) 12.360 (85.8%) 14.410 seats (403 District/city)

Source: KPU 2004 - 2009

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Proceeding of 4th International Conference on Education and Social Sciences From these data, the increasing number of women as representative only appear in in District / City with an increasing rate about 2%. While in the DPD, DPR, the number of provincial assembly seats of women are decrease. Increasing women's representation in parliament, caused by the serial number determination refers to the zipper system and does not caused by the increasing of public awareness about gender equality. This was shown by the number of female candidates who won the most votes because they get the smallest order number, especially between one and three. It can be concluded that there are two issues of women in politics, there are the problem of low participation of women in the political area and there is no platform of a party platform that concretely nominate the women. According to its gender, women believe that by increasing the number of women representation in the legislature, women struggle to achieve gender equality at the level of state policy will possibly achieved, include escorting laws relating to women's issues. The reason is women would be more able to understand, feel, and empathize with the problems and aspirations of women themselves, in addition, there will be some political consciousness and awareness of gender. Various criticisms leveled various parties about the contribution of women in parliament is also a problem in itself for women who sit in parliament. The requirement to comply with and abide by the decisions of political parties represented by a fraction of which has a "force" a large and imposing sanctions to recall an obstacle warning women to voice their aspirations that could be contrary to the interests of the party attitude. This resulted in the women MPs on women's issues are often not optimal because they have to re-submit and abide by the decision of the fraction as an extension of the political party that shelter.

ACHIEVING GENDER EQUALITY IN DEMOCRATIC GOVERNANCE GOOD, FAIR AND EQUAL Increasing women's participation in parliament to achieve equality in the political field is still far from reality. It is evident from the quantity and quality of women in national parliaments and the area has not been significant. That is, the number of women serving in the legislature is still far from the idealized (under a quota of 30 percent). In addition, women who occupy strategic positions in the management of political parties is also very little. This has an impact on the process pencalegan and representation of women in parliament. Thus, there are at least two issues of women in politics is the problem of the low level of women's participation in political space and the problem has not been any concrete platform of the party that defends the interests of women. Therefore, the participation of women in legislative bodies need to be increased because the representation of women in decision-making processes needed to solve women's problems. In addition, only women are capable of, understand, feel, and empathize with the problems and aspirations of women. In addition, research from the Institute for Women's Policy Research in the US shows that the state has the representation of women is higher to have policies that are more responsive to the fulfillment of resources and the rights of women in Indonesia compared to other countries provide affirmative action for women in parliament . State policies also ensure that women are still not free from discrimination and violence. Until so far is still a gap between the idea of justice that places women equal to men, with the reality that women still suffer discrimination, and the lack of opportunity to actualize its political role. Based on this fact, it is time for political parties started to build a strong commitment with the political will to support the struggle of women in achieving gender equality. The seriousness of the party in support of gender equality can be seen from the following measures, namely: 1) Political parties need to fix the platform to make it more gender sensitive and give an opportunity to the cadre of women to occupy strategic positions of political parties, and 2) for female members of political education and training development capacity of women cadres. Efforts, to be followed by a commitment in the woman to build capacity in order to deserve her position as a leader are: 1) engage in political parties and in parliament has had to become a part of women, hence the need for advocacy so that the spirit of growing and developing a sustainable manner, 2) women have to build a strong network and rooted in various parties, in order to grow and growing awareness of the existence of keperpihakan to women, 3) to be able to influence the political and parliamentary involvement in the women should have the quality of human resources, therefore, need adequate education for women. The education problem for each political party has a different policy, where if women become candidates from running in elections no political parati minimum menysratakan educated women were high school graduates, and 4) women should have an understanding of politics, because of some of the results of the study indicate that lack of understanding of political issues for women, has become a problem in the party as a political party does not have a sustainable cadre. Increasing the percentage of women in parliament has increased during the use of a proportional electoral system first period to period of 2009. This system has some advantages as following: 1) is consid-

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Social Conservation based on Nation Character Building ered democratic and representative, because all the streams that exist in the community are represented in parliament, 2) considered more just because a small group even had a chance to sit representatives in parliament, and 3) representatives of the people are expected to tend to prioritize national interests rather than the interests of the region, 4) district magnitude. Another factor that affects the number of women representation in the Parliament is the nature of the extent of the electoral district (district magnitute). The more extensive or greater constituency the more it will benefit female candidates and conversely the narrower or smaller electoral districts it will be more detrimental to women candidates, and 5) the party magnitude. In an election, the bigger the party the greater the opportunity to elect candidates submitted. If the party in an electoral district have the opportunity to gain some seats that women still have a chance of being selected. Party magnitude can usually be seen from many of the small number of parties participating in the election or the number of seats that can be obtained by a party in an area pemiihan. If the number of the party many magniutde party will then usually small and vice versa if the number of political parties of small (only two), the large magnitude party.

REFERENCE Aziz, Asmaeny. 2012. Perempuan di Persimpangan Parkemen: Studi dalam perspektif Politik Hukum. Yogyakarta: Rangkang Offset. Diskusi ―Reformasi 14 Tahun: Defisit Demokrasi Menghalangi Pemenuhan Hak Konstitusional Perempuan‖ yang diselenggarakan Komnas Perempuan di Jakarta Minggu, (13 Mei 2012), dalam Defisit Demokrasi Halangi Hak konstitusional Perempuan, http://icrponline.org/052012/post-1961.html, 5 April 2015). Instruksi Presiden (Inpres) No.9 Tahun 2000 tentang Pengarusutamaan Gender (PUG) dalam Pembangunan Nasional. Laporan Akhir Studi Persepsi Perempuan Terhadap Undang-undang Kuota 30% di Kota Kendari Tahun Anggaran 2009, Bappeda dan Penanaman Modal Pemerintah Kota Kendari, 2009, hlm.1-2). Maria Ulfah Anshor, ―Tantangan Kepemimpinan Perempuan di Tingkat Lokal‖, Jurnal Studi Jender dan Anak 3(1):1, dalam www.scribd.com., 2008, diakses tanggal 5 April 2015. Mufidah. 2010. Isu-Isu Gender Kontemporer: dalam Hukum keluarga. Malang:UIN Maliki Press. Muhtaj, Majda El. 2008. Dimensi-Dimensi HAM: Mengurai Hak Ekonomi, Sosail dan Budaya. Jakarta: PT. RajaGrafindo Persada. Nawawi, Juanda. 2012. Jurnal Ilmiah Ilmu Pemerintahan Vol. 1 No. 3 Juni 2012. Priyono, dkk. 2012. Kratos Minus Demos: Demokrasi, Indonesia Catatan dari bawah. Jakarta: Yayasan Obor Indonesia. Rahardiansyah, Tubagus. 2012. Sistem Pemerintahan Indonesia: Teori dan Praktik dalam Perspektif Politik dan Hukum. Jakarta: penerbit Universitas Trisakti. Ramses, dan La Bakry. 2009. Politik dan Pemerintahan Indonesia. Jakarta: MIPI. Rosidawati, Imas. 20‖Keterwakilan Perempuan di Dewan Perwakilan Rakyat Kesiapan Partai Politik & Perempuan Indonesia di Arena Politik Praktis‖, dalam http://www.uninus.ac.id/data/data_ilmiah/Quota% 20Perempuan %20 di% 20DPR.pdf, hlm.17, diakses tanggal 5 April 2015. www. komnasperempua.go.id, diakses tanggal 5 April 2015.

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IMPLEMENTATION OF CONSERVATION OF SOCIAL STUDY IN LEARNING IPS ELEMENTARY SCHOOL AS STOCK STUDENT TEACHERS BEING PGSD Masitah Department of Elementary Teacher Education, Faculty of Education, Semarang State University ABSTRACT Social studies curriculum, to institutions of higher education through the Directorate General of Higher letter No. 30/DIKTI/KEP/2003 as signposts implementation of community groups of subjects in Pergurtuan High livers. IPS learning aims to provide the knowledge, skills and positive attitudes toward social studies education so that students can become a social studies teacher professional and a good personality. The students are expected to apply and practice the knowledge, skills and positive attitudes in the context of learning in primary schools. The importance of IPS in educational programs equip students about social knowledge and develop into skilled human resources and intellectual societies have the attention of the responsible social care. This paper aims to find out how the Conservation Implementation of Social In Social Learning Elementary Students For Bekal PGSD Become Teachers. Implementation of social conservation in elementary social studies learning as stock PGSD students become teachers in teaching social studies in PGSD the students are expected to have a scientific attitude, mindset, behavior, responsibility, respect, work ethic, creative. Social conservation in learning social studies in PGSD with an outline of the implementation of IPS in PGSD pembelajarn have marked social conservation student has a scientific attitude, mindset, behavior, responsibility, respect, work ethic, creative. The result is that 90% have quality scientific attitude, mindset, behavior, responsibility, respect, work ethic, creative well. Keywords: Implementation of Conservation, Social, IPS

INTRODUCTION Education and teaching social studies in Indonesia has received a legal basis set out in Chapter III of Article 2 of Law No. 20 of 2003 on National Education System of the Republic of Indonesia, which asserts that: "National Education serves to develop the ability and character development and civilization useful in the context of national life mencerdasakan , aimed at developing students' potentials in order to become a man of faith and devoted to God Almighty, noble, healthy, knowledgeable, skilled, creative, independent and become citizens of a democratic and responsible ". With the predefined basic social studies curriculum, to institutions of higher education through the Directorate General of Higher letter No. 30 / DIKTI / KEP / 2003 as signposts implementation of community groups of subjects in Pergurtuan High livers. IPS learning aims to provide the knowledge, skills and positive attitudes toward social studies education so that students can become a social studies teacher professional and a good personality. In addition, the students are expected to apply and practice the knowledge, skills and positive attitudes in the context of learning in primary schools according to the conditions of the school environment and the characteristics of primary school-age students. In the course even this was introduced various development concepts IPS education, such as: perspektik and educational purposes IPS, curriculum development, lesson plans, learning strategies, utilization of resources and media, as well as the evaluation of social studies learning. The approach is interdisciplinary, multidimensional, and thematic used so that the students can have sufficient capacity to be a professional teacher. For more insight master in accordance with the development of science and technology as well as actual problems in this lecture presented a variety of social issues and the actual global education The importance of IPS in educational programs equip students about social knowledge and develop into skilled human resources and intellectual societies have the attention of the responsible social care. Social science is a branch of science which studies human behavior in society, namely the aspect of cultural attitudes, mental, economic and social. This aspect studied to become a social science disciplines. Social science schools have an impact in accordance with the level at every level of education so that IPS is the basis of education are considered aspect of behavior. Based on aspects of cultural attitudes, mental, social and economic mentioned above, the need for social conservation in elementary social studies learning as stock PGSD students FIP UNNES. Implementation Of Conservation Of Social Study In Learning IPS Elementary School As Stock Student Teachers Being PGSD. Based on this background, this paper aims to find out how Social

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Social Conservation based on Nation Character Building Conservation Implementation In Elementary School Social Studies Lesson For Students Bekal PGSD Become Teachers. Through the writing of this paper provides benefits to the readers of Social Conservation Implementation In Elementary School Social Studies Lesson For Students Bekal PGSD Become Teachers.

RESEARCH METHOD Which is the source of data in the writing of the discussion in this paper is PGSD students FIP UNNES second half of 2015 and lecturers courses Social Studies Elementary. The type of data used in the writing of the discussion in this paper is the quantitative and qualitative data. Data collection techniques is the process of making the implementation of drawing illustrations using observation sheet for observation and field notes and documentation. Data analysis techniques used in writing this paper pemenggunakan discussion on qualitative and quantitative. The data completeness criteria include: (1) The criteria very well with a score of 86-100 otherwise very successful, (2) Criteria for good with a score of 76-85 is considered successful, and (3) Criteria enough with the score 75-67 otherwise have not been successful. RESULT AND DISCUSSION Social Conservation From the socio-cultural perspective, conservation connoted as a moral obligation to protect the claimants or multiple resource types. Conservation of the social angle philosophy include: (1) Quality of life, (2) human moral responsibility; (3) Inheritance and national pride. Conservation in general is often interpreted as a measure of protection, preservation, maintenance and collection of goods there. There is also a conservation interpret the use of natural resources wisely and consider the element of time. Furthermore Wantrup (1986) stated that the conservation of natural resources is not maintaining inventories permanently, without reduction and destruction. So it can be concluded that conservation is an act to prevent pengusan natural resources in a way that is not taking excessive so that in the long term natural resources remain available with. Conservation measures according Suparmoko (1997) can dililakukan in several ways: (1) planning for extraction of natural resources, with a decision on a limited basis, and actions that lead to the depletion should be prevented, (2) Ensuring the exploitation of natural resources efficiently, ie with as little as possible, (3) Develop alternative resources or seek alternate power source so that natural resources are limited in number can be substituted with other types of natural resources, (4) Using the elements of appropriate technology in exploiting natural resources in order to save the use of these resources and do not damage the environment, and (5) Reduce, limiting and resolve environmental pollution because pollution will result in reserves of natural resources more quickly depleted due to extinction, such as fish, land and so on. Conservation goal is to realize the sustainability of natural resources and ecosystem balance, so it can better support efforts to improve the welfare and quality of human life. The conservation benefits include: vehicle development of science, education, life supporting hydrology, climate and creating a healthy environment. Conservation efforts should be made in the discourse of rebuilding the natural physical environment. The most appropriate method is to conservation, because there are elements of sustainable conservation.

Learning Elementary Social Studies Elementary Social Studies Learning Materials held by FIP UNNES PGSD students include: (1) Definition and Nature of Social Science in Education Program, (2) Basic Concepts of Social Sciences, (3) Fill in the IPS, beyond cultural influence on Indonesian culture, (4) the Indonesian economy, (5) Physical Environment Region and its relationship with human life as well as ethnic and racial diversity of religion, (7) Using the map, atlas, globe to obtain spatial data and information, (8) the environment and diversity of natural resources, Individuals society and the State (Taneo, 2010).

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Figure 1. Learning Elementary Social Studies

Implementation of Social Conservation In Elementary Social Studies Lesson For Students The definition of social conservation implementation in elementary social studies learning as stock PGSD students become teachers are learning social studies in PGSD the students are expected to have a scientific attitude, mindset, behavior, responsibility, respect, work ethic, creative. Understanding the scientific attitude is a student in expressing the material can account for the truth and development. Understanding the mindset is the students are expected to have systematically to provide an explanation. Understanding the behavior is to have the students are expected to have an attitude in accordance with the material being learned and can develop it. The sense of responsibility is a student in presenting the material in accordance with the truth. Understanding appreciate is the students have respect for a friend who answered if not correct. The work ethic of the students right in doing the task for lecturing. creative renewal attitude students have to solve the problems that arise in the learning process. The learning process held 14 meetings. The first meeting of the college contract, the 2nd meeting of the discussion that begins with the presentation and discussion of the material. In the discussion of the 2nd meeting concluded with a plenary discussion. In the discussion the lecturer presentations provide penilaiaan include presentation skills Traffic discussion. In a plenary presentation lecturer gives penilaiaan ability discussion of the material. In a plenary presentation and discussion looks students have a scientific attitude, mindset, behavior, responsibility, respect, work ethic, creative. For example, the scientific attitude of students sparked his mind, explaining the conclusions and answer correctly plenary conclusions. Similarly, in lectures to the 7th meeting of the students have a scientific attitude, mindset, behavior, responsibility, respect, work ethic, creative. 8th Meeting declared successful outcome of mid term average AB. Thus further meetings 9th until 15th meeting in the lecture with discussion method has the same result, namely scientific attitude, mindset, behavior, responsibility, respect, work ethic, creative. Having held final exams proved to have results increased 90% AB and 10% B. It is realizing that the student has the attitude of a scientific attitude, mindset, behavior, responsibility, respect, work ethic, creative. Thus students can diandalakan deserve to be a teacher or leader who has a superior social conservation. It means to be a leader that elementary teachers will be able to realize the above attitude attitude. It is to preserve and realize the inheritance attitude attitude towards students. Protégé is the candidate who has the attitude of the citizens of the above also make public the state of conservation of the nation socially.

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Figur 2. Implementation of Social Conservation In Elementary Social Studies Lesson For Students Cover

CONCLUSIONS Social Conservation in learning ips in PGSD with an outline of the implementation of the IPS pembelajarn in social conservation PGSD have characterized the attitude students have a scientific attitude, mindset, behavior, responsibility, respect, work ethic, creative. The result is that 90% have quality scientific attitude attitude attitude, mindset, behavior, responsibility, respect, work ethic, creative well. Students should always preserve the scientific attitude, mindset, behavior, responsibility, respect, work ethic, be creative for the provision of primary school teachers, to realize a continuous social conservation.

REFERENCES Taneo, Petrus. 2010. Kajian IPS SD. Jakarta : Dirjen Dikti Kemendiknas. B. Setiawan. (2003). Pengelolaan Sumber Daya dan Lingkungan. GM Press- Jogyakarta. Cheppy, H.C.(tt). Strategi Ilmu Pengetahuan Sosial. Surabaya Karya Anda. Hidayati, M. (2004). Bahan Ajar Pendidikan Ilmu Pengetahuan Sosial di Sekolah Dasar. FKIP Universitas Negeri Jogyakarta.

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DEVELOPING STUDENT CHARACTER BASED ON CONSERVATION VALUE (CASE STUDY AT SEMARANG STATE UNIVERSITY) Masrukhi Department of Civics and Politics, Faculty of Social Sciences, Semarang State University ABSTRACT Conservation university that has been declared in March 2010, has a strategic meaning in the context of character development. This is related to the meaning of conservation itsel, not only a physical connotation, but it also cultural and values. Conservation values manifested in daily life interactions, based on three important pillars, such as the protection, preservation, and sustainable use. Values and culture which framed by the pillars will emit value of life which could be the basis of character development. Therefore, through this formula will be embedded in the students, the character which can contribute to the life of the nation. Keywords: Character, Conservation, Value

INTRODUCTION A woman named Helen Keller (1880-1968) can not be separated from the process of character building story. She was a extraordinary woman who became deaf and mute at 19 months old due to her illness. Then because of her family and her teacher Annie Sullivan, in later days she became the first blind and deaf woman who graduated cum laude from Radcliffe College in 1904. On subsequent trips, with blind conditions and deaf, Helen Keller writed 19 books, and successfully established Helen Keller International, a non-profit organization to help people who are less fortunate. One of her famous books is The Miracle of Life. One of her views in the book is "Avoiding the risk is no more secure than openly confront. Cowards caught as often as the brave ". Helen Keller successfully passed the hard times, because of the right character building. With strong characters, all odds turned into a challenge and an opportunity. Character Building is the process of carving or understand the soul, so it has a unique, exciting, and different or distinguishable with others. Character education is an educational effort that seeks explore aspects contained in human beings, to be directed, nurtured, and developed to align with the moral standards that apply in public life (Kurtines, 2004). In a social context, character building is a very basic problems for the nation. Every nation recognizes the importance of character building in order to preserve and maintain its existence as a nation-state). In Indonesia, the character development efforts in the context of national character, has been touted by Bung Karno. His speech is very well known with regard to character building is as follows "... to build a nationalist character, in the power of nationalism is its location, which will be opened days later enjoyment. We have nationalism, nationalism must be positive, nationalism which creates, a nationalism that established ", a nationalism which" created and adored ". With positive nasonalisme, the people of Indonesia can establish independent living conditions including material and inward. (Sukarno, 1930:63)

STUDENTS ROLE IN INDONESIAN HISTORY One of prominent feature of the students existence, in the context of social dynamics is collective consciousness to come together to actualize their potential and reflect on the social life. This is known as collective consciousness. Cases in Indonesia showed that the gait of the student movement in the nation's history, showing evidence of the role of collective consciousness energy is very significant. Milestones Indonesian‘s struggle, since 1908 (period of national revival), 1928 (oath youth), 1945 (independence), 1966 (the new order), until 1998 (the period of reform order), are inseparable from the role of gait and them. In times of distress, they took the initiative to lead the fight without waiting for orders from anyone, and without any political tendency. They always in place on the main stage this nation's history. Therefore no exaggeration when Mulyana (2008) asserted that Indonesia's history is essentially the history of the struggle of students / youth. The student was the one who spearheaded the national struggle, and later as young adults, to continue the struggle for Indonesia triumphant. When the nation is still in a very dense colonization, nationality and independence inspiration born by the students. Children's nobility, who was educated in medicine STOVIA Jakarta spawned great ideas

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Social Conservation based on Nation Character Building to foster a spirit of nationality. Their ideas to evoke the spirit of nationalism inspired the birth of the national movement. Towards the Indonesia's independence, they are also very prominent role. With progressive stance, they encourage the Bung Karno and Bung Hatta proclaimed Indonesian independence immediately, after it emerged that the Japanese surrendered to the Allies unconditionally. They want to be immediately proclaimed Indonesian independence, free from ties and promises Japan. Revolutionary and progressive attitude shown by their independence to inspire immediate proclamation declared. While Bung Karno and Bung Hatta remained in his stance that would proclaim together with other PPKI. Despite the differences of opinion that had tapered between the younger and older groups at the time, but it is the dynamics of the struggle. In 1966, the student movement surged again when looking at the national political situation is much deviated from the state constitution. They see the atmosphere of "chaos" due to conflicts of interest are so thick, between the communist and nationalist groups. As a form of resistance against communism that has penetrated so far in almost all joints life of the nation. The students formed new forces as a place of struggle. Recorded in the history, there are HMI, PMII, PMKRI, GMKI, Somal, Student Pancasila, IPMI, and the like. This student organization framed in Forum Indonesian Student Action (KAMI) which is the same goal to fight against the PKI. At that time the collective energy consciousness resurfaced, public awareness was moved to fight communism. Supported by all elements of society and the military, the student movement managed to restore the life of the nation on the track of actual constitution. Thus was born the new order. At the 1998 event, as the beginning of the reform period, the student movement showed a hard bite. Not only a change of national leadership, through the revolution of May, but it also continues on some key events. The central issue raised in the collective consciousness movement that time was about corruption, collusion and nepotism (KKN). Learn from the history of the nation and state, students will always be in the forefront, tirelessly, as perceived gaps. They will be the moral guardian, so that truth and justice into joint life. Keywords of their movement is collective consciousness, which is a group of students who have to stick together. DEVELOPING CONSERVATION CHARACTER Entering the global life, challenges for the existence of students getting heavier. Global life which offers cultures hedonism, materialism, capitalism, pragmatism, will easily erode idealism ideology which has been the spirit of student life, if this is not done maintaining properly. It needs attention, because the symptoms of the erosion of student idealism began to seem a bit much. Research conducted by the author in 2011, obtain a student style, which is divided into five groups. The first is a group of idealistic confrontational, which are active in the struggle against the stability through demonstrations. Second, a realistic idealist group is students who choose cooperative in his fight against the stability. Third, opportunists are students who tend to favor the ruling government. The fourth is a group of professionals, which is more oriented to learning or lectures. The fifth is a recreational group which oriented glamorous lifestyle and love feast. Therefore the campus needs to have a "base value", which can be done maintaining the idealism, and the role of students of all ages. Students should be aware of the importance of having and believe in the system of values on which to base their foundation in activity, reaching the ideals of a glorious future. Conservation, option names are attached to the Semarang State University, has a very deep value content. Conservation not only with respect to the activities of a physical nature, related to the relationship between humans and nature, but the wide spread of values and universal. In the study of language, "Conservation" (con means together and save servare means) that attempts to maintain what belongs wisely. There are three activities such as the saving, studying, and using, to create harmony, compatibility, and harmony of life. In this context, the rights and obligations of a main prop of human attitudes and behavior, which is what we get must be balanced by what we give. Of course it's in the broadest sense. The balances between the rights and obligations not only on the economical things, but also in the relationship between human and nature around. Breath of fresh air, enjoying the coolness of the trees, enjoy the enchanting birdsong; was right that we get from the universe. Therefore as a counterpart, we must preserve, protect, and preserve it. These are very beautiful value. When responsibility, caring, love, compassion, wisdom, politeness, manifest in everyday life through a relationship with a student of the universe, the trees, the birds, the water, the air, and of course, with human, it will be internalized values of themselves as a moral knowing, moral feeling, and moral action. From the beauty of these conservation values, then will grow breaths of

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Proceeding of 4th International Conference on Education and Social Sciences spirituality. They do not only love and be responsible for the universe, but also do so against their creators; creator of the universe. Borrowing terminology from Schopenhauer, love and care is called compassion, which is love, empathy, and sympathy. He said love is not just a mere profane nuanced, but also sacred. Schopenhauer called it an All Encompassing Oneness, which is the true identity of human. At this level Schopenhauer was referring to a metaphysical consciousness, that love and concern for the environment based on " amanah ilahiyah‖. Person who has reached this level, doing maintenance efforts, protection, and preservation because of the command of God. Awareness at this level, then gave birth to a wide range of universal human values. Collective consciousness of the value of conservation in students must be treated in order to develop perfectly. If any day they graduated, they will menjadil conservation cadres reliable, and ready to devote themselves to the nation through the conservation values that they believe. Fostering collective consciousness, must be a comprehensive effort, with multy approach. Borrowing moral analysis of Kurtines (2004), there are three approaches namely coaching Cognitive Moral Development, Affective Moral Development, Behavior Moral Development. Firstly, there should be efforts to change the structure of cognition in order to understand the importance of conservation values. According to the approach of Cognitive Moral Development, in recognition of the importance of conservation values by the students, is expected to grow awareness and readiness to accept these values into themselves (internalization). Awareness and internalization of values that begins with an understanding of these values (cognitive structure) will have an authentic power, as a result of the learning process (learned behavior). The inclusion of environmental education courses on curricular structure, is appropriate to direct the collective consciousness of the value of conservation on the formal lectures. In addition to character building efforts, through changes in the structure of cognition, no less important is the approach through intuition. This approach is done by bringing the imagination and the mood of the students in the heroism of conservation values. This is emphasized by the Affective Moral Development approach, which instill values, through affective such as sense of feeling, imagination, and intuition. Affective development process requires its own distinct strategy with cognitive coaching processes. Leaders and lecturers are required to have expertise in managing strategic approach. Out bond methods, games, lectures outside of class, and so on. Furthermore, the approach of Moral Behavior Development considers that internalization through habituation (conditioning / habituation). Despite this approach originated from experiments conducted by Ivan Pavlov on an animal, but this approach is particularly relevant to efforts to instill values. A student who familiarized orderly and well behaved in their daily lives, will get used to doing it. In turn, the habits of doing it would settle into his own property values. When they doing an act out of character, they will feel guilty. These approach will have a higher effective when carried out simultaneously. It means that coaching character (character building) to be comprehensive, covering the conversion of the structure of cognition, emotional touches, and the creation of a conducive environment. Through dialogue with the students, both formal and informal meetings, they generally claim to feel proud to the university's conservation. Their expressed pride is one indicator of the strength of the collective consciousness of the conservation among them. The existence of the university "conservation" was an effort to find solutions of tumultuous environment problem around us, both physical and social environment, and culture. Physical environmental issues for example, as general concern of society and students in particulary. EMPOWERING STUDENT ACTIVITY UNIT UNNES have student service units that can be used to foster and develop reasoning, interests, talents, arts, and well-being. To meet service in fostering and developing of students, Unnes have Student Activity Unit (UKM). In the year 2013 there were 54 number of ―UKM‖ are classified into four areas, like the field of reasoning, and science, fields of interests, talents, and abilities, welfare and social care field. Reasoning and scientific fields, aims to inculcate scientific attitude, stimulating creativity and innovation, improving the ability of researching and writing scientific papers, professional understanding and cooperation within the team, both at the college and among universities within and outside the country. While the field of talents, interests, and capabilities aimed at improving students' ability in practical management, organize, cultivate aspirations for sport and the arts, scouting, defending the country, love of nature, journalism, and social work. Welfare field has a goal to improve the physical, mental, and spiritual student. This activity can be shaped; scholarships, student dormitories, student cafeteria, student coopera-

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Social Conservation based on Nation Character Building tives, clinics, and other similar activities. Finally, the field of social care, aims to improve community service, instill a sense of national unity, foster a love of the homeland and the environment, awareness of the society, nation and state dignified. Through this student can conduct their activities outside school hours. It prepared by themselves, start from planning, implementation, evaluation, and follow-up. Party leaders at the university, faculty or department, directing all their activities in the form of the outlines of the policy, as an effort to develop the potential of students as a whole, which is based on the values of conservation. There are four basic to nurture the students are honest, intelligent, caring, and tough. Honestly, is the value derived from conscience. Smart is a reflection of the development of mind. Care is a vehicle to develop the flavors, while the a tough reflects the health of the developing students health body. So with the fourth great value, will be process of hearts, thought, art, and sports are balanced, the students themselves, in order to develop itself into a complete human. The type and number of UKM is possible continues to grow according to the needs of the students. The emergence of these UKM is facilitated UNNES in realizing the aspirations and needs of students to actualize their interests, talents, and potential students. Looking ahead, the existing UKM will be optimized performance, in accordance with the needs and dynamics of professional management. To support service units utilized by students, provided budget funds, facilities, coaching, and student activities agenda. To achieve maximum goals, to manage student activities prioritized the principles of togetherness, by basing itself on the five principles of coaching, such as shared vision, systems thinking, personal mastery, mental models, and team learning. Shared vision is formulated and understood by all campus residents. Unnes develop a shared vision, as the university's international conservation of healthy, superior, and prosperous. This vision has been well socialized to all citizens Unnes, from elements of leadership, faculty, students, until the next regular employees. Subsequently, system thinking. The entire academic community are fully aware that Unnes is an organization that consists of work units that doing activities based on a system that has been agreed. Therefore, each unit of work including student organizations (ORMAWA) activities should be carried out on the basis of the principle of solidarity. While personal mastery (qualified human resources), implies that every campus residents are required to have competency and develop themselves in accordance with the demands of their duties and functions. Mental models meaning exemplary principle must be put forward. Hence the attitude and behavior and ways of thinking every Unnes‘s citizen should be able to be an example to others. Hence they should have the mental, and personality that can be universally accepted.

CONCLUSION Conservation as a mainstream Semarang State University, has a very deep meaning. With the principle of the protection, preservation, and wise use of the order of life, whether physical, social or cultural; conservation is expected to establish and develop the character of students to be good citizens. All activities related to both student reasoning, and knowledge, interests, talents, and abilities, welfare and social care field, always based on conservation values. So later when the students graduate and work in the community, they become conservation cadres that can empower the surrounding, in order to build the nation as a whole. REFERENCES Kartijono, Nugroho Edi, dkk. 2009. Naskah Akademik Pengembangan Universitas Negeri Semarang sebagai Universitas Konservasi. Tidak diterbitkan. Semarang: Universitas Negeri Semarang. Mulyana, Slamet. 2008. Sejarah Pergerakan Nasional. Jakarta: Gramedia. Kurtines, Willian M. 2004. Morality, Moral Behavior, and Moral Development. New York: john Wiley & Sons. Masrukhi. 2009. Eksistensi dan Pola Interaksi Organisasi Kemahasiswaan Intra dan Ekstra Universitas (Studi Kasus di Universitas Negeri Semarang) tidak diterbitkan. Semarang: Lembaga Penelitian Unnes. Soekarno. (1930). Indonesia Menggugat Pidato Pembelaan Bung Karno; Dimuka Hakim Kolonial Tahun 1930. Jakarta: Departemen Penerangan RI.

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THINK SMART, ACT DECISIVE, AND NOBLE MORAL: IMPROVING THE GOOD CHARACTER BUILDING IN FOREST MANAGEMENT IN TUBAN REGION, EAST JAVA Mohammad Adib Department of Anthropology Faculty of Social and Political Sciences AIRLANGGA UNIVERSITY ABSTRACT As executor of state mandates, Perhutani office who the task areas including forests in Java and Madura, perform three main those are triple P (i) Planet: environmental sustainability, (ii) Profit: company profits, and (iii) People: welfare. The external and internal challenges that continue since last 54 years. An external challenge is the higher social tention: Increasing population also lived on the outskirts of the forest, reducing the amount of land, a limited level of education, and poverty. While the internal challenge is the quality and quantity of human resources are limited, the level of welfare, and morality. Assessing the field of research on deforestation (illegal logging) that around 35% of them involve the government staff as a contributor, in the vocabulary of Java called Sedhakep Angawe-awe (to do guard duty but let criminals go in). The perspective used is the actor-oriented paradigm that focuses on transactions, patron-client, and social networks. Best practices to improve the good character building in this paper were leadership roles in carrying out the task through the characters: think smart, act decisively, and noble. Keywords: smart, act decisive, and noble moral

FORESTS AND FORESTRY Forest was originally conceived as a region that is considered "wild" or not cultivated, any form of coverage (Baker, 1950: 4; Simon, 2006: 18). The definition is as simple as it is deemed suitable only for those who lack the background knowledge about the forest. For forestry experts and scientists in the field of environment forest term has a more complex understanding. In general, the forest can be defined as a public association of plants and animals that are dominated by trees or woody vegetation, which has a certain width so as to form a micro-climate and the specific ecological conditions. Forests can be classified according to various criteria. The easiest way and known by the people is to distinguish between natural forests with plantations. This distinction also have implications both kinds of different forms of forest management. As part of the ecosystem, the forest is a natural resource which provides water, food, and energy. Forest serves a wide variety of goods and services to meet the needs of the community such as: wood, carpentry, food, animal feed, water, and for modern society also wildlife and recreational opportunities. Wood carpentry only required to meet several purposes, such as building houses, furniture, paper and plastic. Forestry or forest management is the application of cultivation techniques and principles of forestry techniques to operate the properties of forests (Davis, 1966: 1; Simon, 2006: 19). Forestry can be defined more broadly as the management and use of natural resources available for the benefit of man, which is contained in and associated with forest areas and other areas that are managed in whole or in part for similar purposes (Maaren, 1985: 5; Simon, 2006 : 19). FAO defines a forest in the context of the vastness of land covering an area of more than 0.5 hectares, with tree cover more than 10%, which is the primary land use is not for agricultural or residential areas (FAO Report, 2000: 2). This definition includes both natural forests and plantations. Based on an agreement on "the Intergovernmental Panel on Forests (IPF)" in 1997, the same definition used by countries of belonging in the FRA (Forest Resource Assessment) 2000. In FRA 1980 and FRA 1990, the size of 10% (tree canopy) applied in developing countries, but industrial countries using size 20%. Under a memorandum of explanation FAO (2000), a good forest is determined by the presence of trees and the absence of the dominant land use. Trees should be able to reach a minimum height of 5 meters. The area under afforestation (planting trees), which has not reached the 10% crown density or height of 5 meters are included as an area that has not been prepared, which also produces human intervention or natural causes, which are expected to be developed. Tropical forests, according to Myers (1991; Hidayat, 2011: 89) is a green forest in part, in an area that receives no less than 100 mm of rainfall in a month or two months for more than three years, with annual temperatures ranging meaning 24o Celsius.

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Social Conservation based on Nation Character Building DEFORESTATION Deforestation (deforestation, forest degradation) form part of the collection timber in the forest. Actually been done by people all over the world since centuries ago, long before forest management as a discipline, becoming known around the 17th century in Central Europe. Forest Reform (Ferest Reform) conducted if King Louis XIV of France in 1676, is generally expressed as a forerunner to the birth of modern science of forest management (Robner, 1984: 107). Throughout the following centuries, forest management is growing again in Germany, Switzerland, and Austria. From Central European countries that the science of forestry spread throughout the world. Deforestation is defined by FAO (2000) as the convention of forest land to other land use or sharp reduction of forest cover below 10% size. Deforestation emphasize permanent loss of forest cover in the long term. Such loss can be caused by human influence or interference continues and nature. Forest damage, including for example, the area of forest land for conservation, agricultural land, grazing, (settlement) transmigration, and so on. Damage and repair of forest occurs in the forest that still occurred in over 10% of forest cover. Reforestation (afforestation) occurs when the forest to get growth back after being down 10% forest cover, but is still considered reforestation all the time. Destruction of forests and reforestation displacement between forest and other land use (Hidayat, 2011: 90). WRI (World Resources Institute) defines deforestation as the conversion of forest land to agricultural land use interests. Damage to forests include forest land used for infrastructure such as buildings, mining, residential areas, pasture, shifting cultivation, and so on (WRI, 2000: 275). Myers (1991) define a deforestation as the destruction of forest cover completely through clearing land (land clearing) for the agricultural sector. For example, cattle grazing, farming on a large scale and small (oil palm, rubber, coffee, etc.). Which means no trees left, the land is directed to non-forestry purposes (Hidayat, 2011: 89). The differences in the definition of deforestation not only have implications for the quality of forest resources, but also the destruction of forest every year each State the number increased, such as in Indonesia, Brazil, and the Congo. Myers (Jepma, 1995: 8), stated that the forest area lost as much tropical forest cover occurred in Indonesia, compared with the FAO statement. At the same time the data on deforestation can be biased (blurred) through the use of a broad definition as proposed by Myers (Jepma, 1995: 8; Hidayat, 2011: 91). Thus, according to Myers deforestation data may not only be more widely through the definition of forest destruction itself, but also due to the fact that the process of deforestation associated with smaller areas of forest cover which is defined as tropical forests. Forest concession holders (HPH: forest concession) and timber merchants logging logs are excessive, both in production forest area and forest conversion. But they do not carry out reforestation (replanting of trees) in the former production forest area. This is a factor that encourages destruction of tropical forests, because a lot of vacant land overgrown with grass and weeds, soil erosion, which in turn flooded during the rainy season and the dry hot climate. For example, which occurred in East Kalimantan, which flood in the Mahakam River during the rainy season, and fires when season dry / dry. Thus the definition of deforestation Myers, referring to the destruction of forests completely through land clearing (clearing land) for the conservation of land for agricultural purposes, plantation, transmigration, and industry. This situation is a form of destruction of forests, both legal practice (law) and illegal logging.

PERHUTANI DIVISION IN EAST JAVA AND SECURITY DISORDERS FOREST Tropical forests (tropical rain forest) Indonesia is the second largest in the world. Estimated forest area reached 144 million hectares, or about 74% of Indonesia's land area (MENKLH Office, 1990; Nurjaya, 1993). Indonesia's tropical forests to save biodiversity of the richest in the world, which 1500 species of birds, 500 species of mammals, 21 species repril, 65 species of freshwater fish, and 10 thousand species of tropical plants (More, 1994). Indonesian coastline along the 81 thousand kilometers to make Indonesia as a country that has the longest coastline in the world. Broad waters provide a convenient container for the growth of fish populations. The maximum potential of Indonesian marine fisheries ranged from 6.7 to 7.7 metric tons. Coral reefs with 70 genera are available is a form of coral diversity in the world (Choi & Hutagalung, 1998). Similarly, mineral resources contained in the bowels of the Earth Indonesia, such as gold, copper, coal, silver, nickel, tin, bauxite, etc. Is the natural wealth of the archipelago (MENLH Office, 2000; Bachriadi, 1998; Nurjana, 2010). Forests in the area of Java and Madura mandated its management to Perhutani. As Public company Perhutani set into the company's vision to excel in sustainable forest management, which translates into three missions: (i) managing forest resources sustainably (Planet); (ii) enhance the benefits of resource management; (iii) forest for all stakeholders (People) forestry business conduct principles of good corporate governance (Profit).

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Proceeding of 4th International Conference on Education and Social Sciences Vast forest area (production and protection) in the Office of East Java Regional Division (Perhutani, 2014) is the largest (1,133,836 ha), after West Java and Banten (675 423 ha) and Central Java (635 747). Palalel with an area of the region, in East Java, there are 23 KPH (Forest Management Unit), 186 BKPH (Part Forest Management Unit), and 695 RPH (Resort Forest Management) is the highest compared KPH West Java and Banten (20 KPH, 147 BKPH , and 593 RPH), and Central Java (14 KPH, 94 BKPH, and 331 RPH). Among the KPH is Jatirogo in Tuban. In Perhutani office Division East Java, Area Forest Area under its management in the form of production forests with Teak covering 5.77.649 ha or 71.13% (a total of 812 061 ha of forest production) while the teak plants in protected forest area of 127 381 or 39.8% (total protected forest 321.775). Other plants that grow in the forest are Pinus, Damar, Mahogany, Sengon, White Wood, and Kesambi. In East Java is not available Mangrove forests, Acc. Manngium, Meranti, Brackish, and rubber. Perhutani produce high-quality wood, harvested from 2.4 million hectares of forest resources are managed with sustainable principles. The types of round timber that is marketed through KBM (Independent Business Unit) Marketing Wood Teak timber. Teak wood products, either round or teak wood processing, is one of the flagship product of Perum Perhutani, with revenue reaching approximately 50% of total revenue. Overall sales volume (through Auction Large, sales agreements, direct sales) in the country Round Teak Wood Cut in the last five years (Perhutani, 2014) is the physical number year 2009 are 130.012 (Rp. 341.20 billion); in 2010; Physical number 150.010 (Rp. 392.35 billion); In 2011 Physical 148.658 (Rp. 377.29 billion); In 2012 physical number 151.783 (Rp. 436.96 billion); and in 2013 the number of physical pengalami peuurunan drastic ie 174.614 (Rp.468.72 billion). As for overseas sales of various types of production in Perhutani Division East Java in 2009 reached Rp.179.81 billion. In 2010 reached Rp. 257.77 billion; on tahnu 2011 reached Rp. 328.59 billion; in 2012 reached Rp. 470.29 billion; in 2013 reached 579.90 billion. Those sales derived from extensive logging and other products. Especially for teak, land, production of teak wood in Perhutani dirve Ttimur Java can be seen in Table 1.

No. 1. 2. 3.

Table 1. Total Allowable (A, B, C, D, and E) and Teak Wood Production in East Java East java Unit Teak (tectona grandis) 2009 2010 2011 2012 Size Ha 22.355 12.288 13.839 7.247 Timber Production M3 155.767 145.330 167.174 156.692 Production of Firewood Sm 1.749 1.080 1.719 1.833

2013 19.532 194.107 967

Source: Statistics of Perhutani office Year, 2014, Prepared. KPH JATIROGO: CURYUTI (ILLEGAL LOGGING) Forest disturbances (GUKAMHUT) due to the theft of trees in East Java Perhutani Division in 2009 amounted to 31.649 trees by the financial losses of Rp. 7.08 billion; in 2010 the numbers were almost the same as the previous year 31.965 trees with financial losses slightly decreased at $. 5.64 billion; in 2011 a decline in the amount that is 29.849 trees but an increase in financial losses of Rp. 16.38 billion; so does that occurred in 2012 there was an increase amounted to 37.307 trees by the financial losses of Rp. 29.64 billion. Whereas in 2013 totaled 27.012 trees with financial losses of Rp. 25.41 billion (Perhutani, 2014: 155). KPH (Forest Management Unit) Jatirogo is one of 23 KPH in East Java Teak wood highest theft rate with losses up to Rp. 10 billion in 2012 (Table 2). Data about the theft of teakwood in this KPH Jatirogo in the last seven years, illustrate the theft rate to 24.610 trees and the total loss of Rp. 18.15 billion with the details as follows (Table 3). In 2007 some 1.991 trees with a loss of Rp. 302.08 million, in 2008 some 1.365 with a loss of Rp. 209.87 million, in 2009 plummeted a 918 with loss of Rp. 137.82 million, in 2010 shot up again some 2.579 with losses amounting to Rp. 432.69 million, in 2011 soared to number 2.898 with loss of Rp. 1.24 billion, in 2012 drastically increased four-fold amount of 10.303 with a loss of almost ten-fold, namely Rp. 10.83 billion; In 2013 a decline in number of 4.55 with a loss of Rp. 4.99 billion. Wood theft Perhutani rest in East Java Regional Division in 2009 amounted to 34.267 (M3) with financial figures Rp. 13.74 billion; in 2010 amounted to 1.120 (M3) with financial figures Rp. 482.82 million; in 2011 amounted to 3.160 (M3) with financial figures Rp. 382.89 billion; in 2012 amounted to 3.217 (M3) with financial figures Rp. 5.16 billion; in 2013 amounted to 2.563 (M3) with financial figures Rp. 3.945 billion (Perum Perhutani, 2014: 161).

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Social Conservation based on Nation Character Building Table 2. Number and Percentage Theft Trees Perum Perhutani in East Java Regional Division (a Comparion of 2011 to 2012) 2011

Comparison

2012

Physical

Value

Physical

Value

5:03

Percent

No

KPH

(tree)

x rp 1.000

(tree)

x rp 1.000

( tree )

4

1

2

3

4

5

6

7

8

1

Padangan

2

3.266

1.022.440

1.234

467.492

38

46

Bojonegoro

4.86

2.452.419

3.854

1.839.514

79

75

3

Parengan

1.97

1.490.681

3.327

2.258.364

169

151

4

Jatirogo

2.898

1.244.871

10.485

10.832.003

362

870

5

Tuban

1.117

1.015.229

531

1.165.743

48

115

6

Ngawi

2.808

1.345.300

1.814

1.048.127

65

78

7

Madiun

1.322

1.519.164

711

740.733

54

49

8

Saradan

1.715

564.012

1.468

734.966

86

130

9

Nganjuk

484

162.764

515

234.757

106

144

10

Jombang

517

269.731

995

414.107

192

154

11

Mojokerto

593

296.388

1.17

771.575

197

260

12

Madura

1.075

905.206

1.219

856.968

113

95

13

Lawu DS

71

207.794

257

194.892

362

94

14

Kediri

491

289.532

538

433.636

1

150

15

Blitar

1.96

584.523

3.147

1.401.948

161

240

16

Malang

950

427.591

1.155

976.236

122

228

17

Pasuruan

18

Probolinggo

19

366

236.02

242

114.362

66

48

1.028

719.138

1.168

1.734.300

114

241

Jember

718

299.61

1.251

608.619

174

203

20

Bondowoso

682

329.699

573

612.377

84

186

21

Bwi Selatan

750

723.182

1.579

2.179.594

211

301

22

Bwi Utara

161

220.485

27

2.591

17

1

23

Bwi Barat

47

54.776

47

25.936

100

47

37.307

29.648.840

125

181

29.849

Jumlah

16.380.555

Source: Perhutani office Division East Java, 2013.

Table 3. Security Disorders Recapitulation Forest in KPH Jatirogo Year 2007-2013 No

Description Theft

2007

2008

2009

2010

2011

2012

2013

TOTAL

1

2 3 4 5 6 7 8 9 10 a. amount (tree) 1,991 1,365 918 2,579 2,898 10,303 4,556 24,610 b. Loss (x Rp. 1000) 302,089 209,877 137,828 432,695 1,244,871 10,832,003 4,993,159 18,152,522 Source: Adib, 2012:38 and KPH Jatirogo, 2014, Prepared. Sedhakep Angawe-Awe Does not rule out the possibility that deforestation and theft Teak (Illegal Logging) has involved people in the neighborhood as the perpetrators and Perum Perhutani or part of the culprit. The phrase is expressed by the Head (Karo) SDH Protection (Forest Resources) and Social Manage, together with Karo Manage Forest Resources and Head of Regional Division East Java, while the author did an interview in his office. Equivalent expression is also expressed by the Administrator KPH Tuban, accompanied by Wa-

239

Proceeding of 4th International Conference on Education and Social Sciences ka (Deputy Administrator), and Public Relation on KPH Tuban when authors do an interview in the office KPH Tuban. Administrator KPH Jatirogo precisely expressed certainty that the number of staff has been convicted of theft teak, has even been more than Sedhakep behavior Angawe-Awe (SAA= carrying out security duties but calling a thief to enter the area), which has been involved as an actor. The certainty of the statement included completeness of the data identified within nine months from January to September 2014. To the SAA actors of seven, has made decisive action. The actors who commit crimes of theft Teak, has been and is being given one of three types of sanctions in the form of (i) exemption positions, (ii) the demotion, and (iii) mutation. The actors were caught committing a crime or who behave Curyuti and SAA (Sedhakep AngaweAwe) in a span of nine months in 2014, in KPH Jatirogo seven people with this type of sanction that is released (read: fired) from the position, demoted, and transferred. Some five people who was dismissed from his actors are called Ug, Un, Uki, Eg, and As. An actor named Ma was transferred from his job and one other actor named Uka who has given sanction by decreasing rank for three years. The sanctions are determined in accordance with the capacity of violations committed by the actors in the environment KPH Jatirogo after doing a number of checks and verification through recek in the field and affirmation to the person concerned. There is also an actor who not only SAA but also as an actor in Curyuti already criminal. Over a number of accurate evidence, the actor was fired on the employment in Perum Perhutani by offering one of the two options namely asking pertinent to resign or be dismissed (fired) with disrespect. In this case the actor in question stated resigned from the employment of Perum Perhutani.

GOOD CHARACTER: SMART, ASSERTIVE, AND MORAL NOBLE The sanctions were imposed on the perpetrators of Curyuti (theft rosewood) is performed by Amdinistratur KPH Jatorogo after setting "10 Basic Policy" which applied to employees and staff are a total of 235 people in the neighborhood Jatirogo KPH. Ten of the Principal Policy is: (i) does not directly or indirectly involved in illegal logging; (ii) the appropriate discipline in charge of the duties and responsibilities of each; (iii) behave and act professionally according to their respective tasks; (iv) to promote unity and cohesiveness in their respective work units that create an environment in KPH Jatirogo work in harmony; (v) build social communication and create a harmonious relationship with the community (work environment and forest communities); (vi) maintaining and improving coordination with religious leaders, community leaders, youth leaders, village heads, Muspika (leader in district), officials, and parties (stakeholders) involved; (vii) respond to and follow up on problems in the field quickly in accordance with the provisions and authority; (viii) the success of the success of the plant and gradually resolve vacant land; (ix) jointly maintain security stands / forests in the KPH Jatirogo fullest; and (x) jointly support the management in the implementation of CBFM (Collaborative Forest Resource Development) significantly. According to Adm (Administrator) KPH Jatirogo, Curyuti and other crimes that can only happen if the intention of utilizing the elements inside the actors and Opportunity (N + K). Occurrence Curyuti, 40% of the actors are motivated in the community, 30% are caused by socio-economic factors, and 30% longer comes from involvement in Perum Perhutani. "How could the actors in society that dared to steal Teak, if not pushed by the (internal) Perum Perhutani." Said Adm Jatirogo to the author. With a different language, a member of LMDH (Institute of Forest Village Community) in the KPH Tuban areas, said, "when a Mantri, foreman, or Asper willing to accept money"baksheesh" (bribe), then the public will increasingly daring to steal Teak Tree. However, if the officer does not want to accept the bribe money, then the people will not dare to commit theft. "The statement is supported by an informant three other members in the discussion around the teak wood theft. Recognition informants who live in "the village thief" Teak, "..... I brought from the woods two pick ups. Twice I brought with thatt transport. That's what I put in front of the house. The wood for firewood purposes. Likewise, I said to the clerk, also gave money to their cigarettes Rp. 30 thousand. They are also used to take a banana plant that I planted in plots of land sites in locations that I planted corn and beans. Indeed, I'll let the clerk took my plants, as part of a thank you, I superbly given the opportunity to cultivate the land .... " A Vice of Adm Tuban, also said it had to sanction the two members of staff who have committed acts of SAA (Sedhakep Angawe-Awe), by renting Perhutani land by a Asper in the work environment. After the check and recheck, with a particular approach such as interrogation, the person concerned Asper also confess. As the material to impose sanctions, the Asper persons are asked to make a confession and signed as a basis for establishing the letter as a sign of removal from office. Vice of Adm also increasingly aware that the executive staff in the field is very prone to follow the behavior of the SAA. In the local language Tuban called kelintat-klintutan behavior.

240

Social Conservation based on Nation Character Building Policies established by Adm Jatirogo to succeed in the survival and complete the vacant lot that is done gradually and maintain security in the area of forest stands or Jatirogo was first optimize Social Communication carried out in a span of one year to February 2015, is targeted to be seen to work. At the same time held a special security measures to bring the Police took from Brimob units of eight people who are placed at critical points. To carry out these activities, has allocated funds of Rp. 42 million per month. When implemented this interview, has been going on for four months. Reasons included a number of eight personnel from the Mobile Brigade was the first, public pressure in the very high-Curyuti in 2013 the numbers reached 4,556 trees phon theft and loss of Rp. 4.993 billion (Table 3). Second, the staff in the Perhutani not armed firearms since the establishment of policies to drop the gun in 2007. The involvement of police personnel from this Brimob unity could also serve as a shield to protect staff Perhutani especially Territorial Police (Polter)—in task. Third, the function to be able to raise the morale of the officers Perhutani to increase courage in the face of the perpetrators Curyuti.

CONCLUSION In Tuban, there are three KPH (Forest Management Unit) of 23 KPH in East Java Regional Division. Third KPH these are: Tuban, Parengan, and Jatirogo. KPH Jatirogo is the region most prone to theft Teak (Curyuti) which in 2012 was ranked first level Curyuti in East Java that reaches losses up to Rp. 10 billion. Forest management in Tuban and in Java generally by Perum Perhutani has been faced with increasing challenges not easy either from the outside or from within Perhutani. External challenges are growing increasingly dense population, partly living in the outskirts of the forest, education rate limited, limited agricultural land area, and poverty. The facta are the cause of public pressure on the forests, plants, and land in Java. Internal challenge is the limited quantity and quality compared to the area under its management. Curyuti is part of the public pressure that actors live in the surrounding forest area. These conditions plus by people who provide support to the social environment in the form of protection Curyuti action and purchase loot Teak wood at a low price. Actors in the environment in Perhutani also been implicated in Curyuti both directly and indirectly. Direct involvement has been done dismissal from employment status, while the indirect (Sedhakep Angaweawe), made decisive action with demotion and transfer tasks. Perhutani KPH Jatirogo Tuban has the potential to do the intelligent mind, decisive action, and the noble moral duty to preserve the environment, profitable company, and the welfare of society by setting ten main policy enforcement policies implemented consistently.

REFERENCE Adib, Mohammad dan Pudjio Santoso. (2012). Model Pemberdayaan Masyarakat Desa Sekitar Hutan Berbasis Komunitas: Kajian Sosial-Antropologi pada Masyarakat Desa Sidonganti, Kecamatan Kerek Kabupaten Tuban Provinsi Jawa Timur. Surabaya: Kerjasama Kerjasama Perum Perhutani Unit II Jawa Timur, Putra Media Nusantara, dan Departemen Antropologi Fakultas Ilmu Sosial dan Ilmu Politik Universitas Airlangga. Bachriadi, Diaiito. (1998). Merana di Tengah Kelimpahan, Pelanggaran-pelanggaran HAM pada Industri Pertambangan di Indonesia. Jakarta: ELSAM Baker, Fridrerick. (1950). Principle of Siviculture. New York-Toronto-London: McGraw-Hill Book Company. Choi. Cong Kee dan Saut Hutagalung. (1998). "Future Chalenge Fishiries Forum III : Country Report", Makalah dipresentasikan dalam Seminar The Role of Fisheries in The Second Long-Term Development Plan. Sukabumi: Indonesia. Davis, K. (1966). Forest Management: Regulation and Valuation. Second Edition. New York: McGrawHill Book Co. Food and Agricultural Organization (FAO). (2000). Global Forest Resources Assesment: Main Report. Hidayat, Herman. (2011). Politik Lingkungan: Pengelolaan Hutan Masa Orde Baru dan Reformasi. Jakarta: Yayasan Pustaka Obor Indonesia. Penerjemah Herman Hidayat, dari Disertasinya berjudul Dinamism of Forest Policy in Indonesia: Focusing on the Movement and Logic of Stakeholders under the Soeharto Regime and Reformation Era (2005). Jepma, CJ. (1995). Tropical Deforestation: A Socio-Economic Approach. London: Earthscan Press. Kantor MENKLH (Kantor Menteri Negara Kependudukan dan Lingkungan Hidup). (1990). Laporan Kualitas Lingkungan Hidup Indonesia 1990. Jakarta: KLH. Maaren, A. van. (1985). Forest Policy and Advanced Course on MSc-Level. Wageningen: Boshuishoudkunde, Landbouw Universiteit. More, White. (1994). Tropical Rain Forest for The Fareast. Oxford: Oxford University Press, USA. Myers, Norman. (1991). Tropical Forests: Present Status and Future Outlook, in Climatic Change and Our Future. New York: .W.W. Vol. 19, September.

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Proceeding of 4th International Conference on Education and Social Sciences Nurjaya, I Nyoman (Ed). (1993). Politik Hukum Pengusahaan Hutan di Indonesia, Jakarta: Wahana Lingkungan Hidup Indonesia. Nurjana, Nyoman. (2005). ―Sejarah Hukum Pengelolaan Hutan di Indonesia.‖ Jurisprudence, Vol. 2, No. 1, Maret 2005: 35 – 55. Nurjana, Nyoman. (2010). ―Menuju Pengelolaan Suber Daya Agraria Yang Adil, Demokratis, dan Berkelanjutan: Perspektif Hukum dan Kebijakan.‖ Jurnal Legality. Malang: Ejournal.umm.ac.id. Perhutani, Perum. (2014). Statistik Perum Perhutani Tahun 2009-2013. Jakarta: Perum Perhutani. Robner, Hein Rich. (1984). ―Sustainned Yeld Forest in Eurrope and its Crisis During the Era of Nazi Dictatorships.‖ Dalam History of Sustained Yield Forestty: Symposium. Simon, Hasanu. (2006). Hutan Jati dan Kemakmuran. Yogyakarta: Pustaka Pelajar. WRI (World Resources Institute). (2000). Agroecosystems. Washington, DC: International Food Policy Research Institute and World Resources Institute.

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Social Conservation based on Nation Character Building

THE EVALUATION OF QIBLA DIRECTION IN MOSQUES USING QIBLA 1.0 APPLICATION IN BANDULAN AND SUKUN VILLAGE OF SUKUN SUB-DISTRICT IN MALANG Mustofa, Adib Sauqi Department of Geography, State University of Malang ABSTRACT Facing the Qibla is an absolute requirement in doing prayers as well as Sunnah prayers. Indonesia lies on the Eurasian plate that moves ± 1cm to the south every year, while the Kaaba (Mecca) lies on the Arabic Plate that moves ± 1 cm to the north every year. As the result, the Qibla direction shifts slowly in on certain time period. The purpose of this study is to describe the characteristics of mosque committees in finding out the Qibla direction and the method used in Determining the Qibla direction. The method of this study is descriptive qualitative using surveys to collect the data. The population in this study is mosques in Bandulan and Sukun Sukun village in the sub-district in Malang.The Data were collected using field measurement, interviews, and documentation. The Data were Analyzed using tabulation single measurement. Qibla direction in Bandulan and Sukun village is in 294.2 o. However, there are still some mosques roomates Qibla Reviews directions are Inaccurate. The result of the study Showed the Qibla direction of mosques in Bandulan village; 1 mosque was accurate, one mosque was accurate enough, seven mosques were a little accurate, three mosques were less accurate, and three mosques were Inaccurate. While in Sukun village; 1 mosque was accurate, 2 mosques were accurate enough, five mosques were a little accurate, three mosques were less accurate, and three mosques were Inaccurate. Most of the mosque committee compass used in measuring the Qibla direction. Keywords: Qibla Direction, Method, Measurement

INTRODUCTION Islam entered into Indonesia Archipelago on 7th century AD. The Preachers who came to Indonesia comes from the Arabian peninsula that has been adapted to the nation of India (Gujarat). Most also are preachers who have adapted to the Chinese nation. Once they come to Indonesia dakwah began to explore the coastal archipelago. The teachings of Islam can thrive and adapt well among indigenous communities so that Indonesia would eventually become the country with the largest Muslim population in the world. The Majority adherents of Islam in Indonesia can be found in the western regions such as in Java and Sumatra. While in the eastern region of Indonesia, the percentage of adherents are not as big as in the western region. Malang is the second largest city in East Java with a population of 756 982 peoples. Of these populations, 569 047 peoples are Muslim, 46 261 peoples are Christian, 38 486 peoples are Catholic, Hindu 19 983 peoples, and 5,922 are Buddhist (BPS Malang, 2012). In Sub-district Sukun Malang there are 156 720 Muslim peoples (BPS Malang, 2012). The information data from Religious Affairs Office Sub-district of Sukun Malang 2014, recorded 136 mosques spreaded at 11 villages with distribution: Cipto Mulyo 4, Gadang 7, Kebonsari 10, Bandungrejosari 29, Sukun 14, Tanjungrejo 18, Pisang Candi 17, Bandulan 17, Karang Besuki 7 , Mulyorejo 7, and Bakalan Krajan 6. Implementation of all worship obligatory in Islam predetermined time, as is done in the month of Dzulhijjah, shiyam are done in the month of Ramadan, zakat fitrah are done at the end of Ramadan, so we often do in a day and night are obligatory prayers five times has been timed, ie Subuh, Zuhur, Asr, Maghrib, and Isha '. Prayers in Islam occupies a position that can not be matched by any of worship. In implementing praying, there are some legitimate requirement that if not done, then the prayer will be canceled. One of the legitimate requirements of prayer is facing the Qiblah. In determining of Qiblah there are contained the meaning of the assertion and teaching procedures and manners (ethics). Allah SWT chose Qiblah as a way-out to achieve unity and solidarity of Muslims. At first the Prophet pray facing Baitul Maqdis (Masjid al-Aqsa). However, after that Allah sent Prophet command to confront face to the Grand Mosque in Makkah as the Word "Turn your face in to the Sacred Mosque. And wherever you are, turn to him "(QS. Al Baqarah verse 150) Basically facing the Qiblah in view of fiqh is a legitimate requirement that prayer can not be negotiable. Determination Qiblah direction will not be a problem for those who were near the Kaaba. If a Muslim has always lived around the Ka'bah, then he will not find it difficult to determine the direction of Qib-

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Proceeding of 4th International Conference on Education and Social Sciences la. However, when a person is frequently traveling away, he began to realize that it is not easy to determine the direction of Qibla. As for people who are far away from the Kaaba (the Ka'bah are not shown) such as Indonesia, he or she must face the qiblah precisely. To achieve the right direction needed ijtihad. People who are around the Ka'bah shall facing the Kaaba, while those who can not watch it, they should obliged to face him. (Sayyid Sabiq, 2006: 181) Qiblah influenced by the azimuth, ie the distance from the northern point of the vertical circle through a celestial body or through somewhere measured along the horizon circle in a clockwise direction of rotation. (A. Jamil, 2011: 109). It has become a consensus among scholars that facing the Qiblah in worship could affect his legal requirement prayer. The majority of people use as a guide for the westward facing the Qiblah. They believe that by facing west, the direction of their Qibla are correct. This is because the position of Indonesia is located in the east of Mecca. There are problems in terms of the direction of Qibla in Sub-district Sukun Malang. The majority of the Islamic community took apathy and consider concessions conferred by law syar'i confirmed that quite simply uses the rules in Dzani qibla (alleged) only. Incompatibility Qiblah direction would be fatal. A result that would occur due to in accordance of Qiblah direction to Kaaba only measuring 12 meters x 10.5 meters x 15 meters and distances from Indonesia around 8000 km, then the difference between 1 ° will cause a shift of 140 kilometers in the north or south of Mecca. (Rukyatul Hilal Indonesia, 2010: 02). The most fundamental reasons why evaluation Qiblah direction mosque in Indonesia, especially in Malang, because of the movement of tectonic plates. Earth's plates will always have movement and shifts. Qiblah direction in Indonesia will change continuously. The change is a natural thing, because it follows the pattern of shifting tectonic plates. Location of the Kaaba is geologically, gentleness over the Arabian Plate. The plate is moving northward, colliding with the Eurasian Plate. According to the research results Rukieh (2004) Arabian Plate movement speed between 0.5 to 1 cm per year. Indonesia lies the geologically, is above the Eurasian Plate (Indo-Eurasia). The plates move toward the South, collides with the Australian Plate. According to the research results Shao Zhen Huang in 1997 (quoted in the article Elert, 2010) the velocity of Indo-Eurasian approaching 0.95 cm per year. The difference in the direction and velocity of the two plates that cause elevation angle Qibla direction will always be shifted continuously (continuous). If you want accuracy Qibla direction (not just jihadul Qiblah), then Muslims in Indonesia should take risks to evaluate the direction of the Qibla of the mosque periodically

THE DEFINITION OF QIBLAD DIRECTION Qibla from Arabic which means it is the direction that refers to building the Kaaba at the Grand Mosque, Makkah, Saudi Arabia. Kaaba is also often referred to by the Baitullah (Rukyatul Hilal Indonesia 2009: 01). Facing the Qiblah this obligation applies to all Muslims all over the Earth, and not blocked by space and time. Qiblah originally had understanding wijhah meaningful way. Qibla in the sense of having a synonym wijhah Syatrah sometimes referred to as As-SIMT in Latin called Azimut, which is the price calculated angle somewhere along the horizon from north east at a point in a clockwise direction until the point of intersection between the vertical circle passing through the place the horizon circle. (Syamsuri, 2006: 18). Qiblah direction also means the shortest distance along the direction or great circle passing through the city of Mecca (Ka'bah) with a city concerned. Therefore not justified, for example, Muslims in Indonesia to pray facing east direction oblique to the south, although when the direction that will eventually be passed on to also to Mecca. For directions or the nearest distance to Mecca for people in Indonesia are oblique to the north west direction. Distance from Jakarta to Mecca with the direction oblique to the north west about 7,900 km whereas the reverse direction is oblique to the south east is about 32 141 km. In this context Ka‘ba is the Qibla of Muslims. Referring to the definition of etymologically, Kaaba always surrounded all times by human, especially during the pilgrimage season.Millions of Muslims from around the world flocked to the Qibla and approached them. They swarmed around the qibla, the Ka'bah, Bait Allah (House of Allah), both during prayer and tawaaf. According to Ali Syari‘ati (2009: 89), the Ka'bah is the symbol of monotheism, the Ka'bah is the symbol of constancy (provision) while human worship around the Ka'bah is the lack of constant symbols. In this context Ali Syari‘ati wanted to show that the law of Allah is fixed. Acquisition and exploration of the laws of Allah that should be explored by humans to achieve progress.

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Social Conservation based on Nation Character Building QIBLA DIRECTION MEASUREMENT METHOD The times and the support of science and technology today, it is easy to find out quickly towards a place on this earth. The development impact and positive implications in various social life of mankind (mu'amalah problems) and for the benefit of the vertical relationship to Allah. (Matters of worship). As a concrete form in terms of worship, has experienced Muslims that determine the direction of Qibla is not difficult in this day and age, and the result is scientifically and convincing. Some ways to determine the direction of Qibla is used for this: is the calculation spherical triangle, compass, knowing geography of a place (to know the longitude and latitude), the help of the wind, guide the stars in the sky, shadows and shadow stick Qiblah direction, the use of tools theodolite, and Rubbu Muayyab (counter tools Qiblah direction).

FOUR WAYS TO DETERMINE THE DIRECTION Triangle Ball Spherical triangle geometry or also called spherical trigonometry (Spherical trigonometry) is goniometry flat field is applied to the spherical surface of the earth that we live (Eng Nugraha Rinto 2012: 34). Triangle ball into the mainstay of science not only to calculate the direction of Qibla even including the straight distance of two places on the Earth's surface. As is generally agreed that the so-called direction is the "shortest distance" a straight line somewhere so mecca also shows the shortest way to the Kaaba. Due to the spherical shape of the earth, these lines form a large arc along the surface of the earth. Location Kaaba based measurements using the Global Positioning System (GPS) and using the Google Earth software astronomically was in 21 ° 25 '21:04' North latitude and 39 ° 49 '34.04 "East Longitude. This figure is made with high enough accuracy. But for practical purposes does not need much detailed calculation of these figures. Typically used are: φ = 21 ° 25 'N and λ = 39 ° 50' east longitude.

Figure 1 Spherical triangle illustration on the eart surface. Direction of the Kaaba in the city of Mecca that can be used Qiblah known from every point on the surface of the earth, then to determine the Qiblah direction can be performed using Measure Science Triangle Ball (Spherical Trigonometry). Calculations and measurements were performed with a degree angle from the point of the North Pole, by using calculating machine or calculators. For the calculation of the direction of Qibla, there are three pieces of the point to be made, namely: (1) Point A, placed in the Kaaba (Mecca); (2) Point B, placed in a location to be determined the direction of qibla; (3) Point C, placed at the north pole points. Point A and point C are two fixed point, because right at the Kaaba point A and point C right in the Arctic, while point B is always changing depending on which location will be counted towards qibla. If the three points are connected by curved lines of the earth's surface, then there was a spherical triangle ABC, as shown. Making images spherical triangle as above is very useful to help determine the value of the angle Qibla direction for a place on the surface of the earth is calculated / measured from a point in the direction of the wind to other wind directions, for example, measured from points north to the West (N-W), or measured clockwise from the North point (UESW). For the calculation of the direction of Qibla, only some data: (1) The coordinates of the Kaaba φ = 21 ° 25 '21.17 "N and λ = 39 ° 50' 34.56" East. (Ahmad Izzuddin, 2010: 7); (2) Location coordinates will be counted towards qibla. Data latitude and longitude

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Proceeding of 4th International Conference on Education and Social Sciences location of the town which will count towards qibla can be taken from the GPS. Data and formulas used Qiblah direction as follows: Specification: K = angle direction of the True North West to True φK = Latitude Kaaba (21 ° 25 '21.17 "N) λK = Longitude Kaaba (39 ° 50 '34.56 "E) φt = Latitude Mosque / town to be determined the direction of qibla λt = Longitude Mosque / City which will be determined the direction of qibla After the counting is completed, it will be found K. K is the angle Qibla direction from true north west to true. How to determine the true North practically is to look at the city proper declination qibla direction. For Malang city has declination 1 0 19 'to the east with a positive value. Compass Compass also called directions. This tool can help determine the direction and the direction of Qibla in other place. This tool has a relatively low prices making it easy to reach the public, either in the form of ordinary compass, a watch-shaped or affixed on the mat. Only compass meant to have a weakness. But even so, if you had just used for first aid in order to pray for the traveler or traveling, it can be said this is sufficient, but for the sake of setting the direction Qibla of a mosque, the tool can not be accounted for or needed help way or another tool more convincing results of its work. According to the research of Prof. Sa'adoeddin Djambek, Qibla compass tool circulating in the community was not careful, because the designated Qiblah direction deviates from the actual direction. (Ismail, Syuhudi 2010: 114) Shadow Stick (istiwa ') With the help of the shadow stick, Qibla direction can be known. This way, even if the traditional but it is the most thorough manner, when compared with other methods, provided that the location of the wand and floor (base sticks) are eligible. (Alimuddin, 2009: 230). Looking for a practical application of the Qibla direction by using the shadow of the stick is: 1) On a level, which is exposed to direct of sunlight, in the middle of the day, made circles around three, four or five with the same center point or another. 2) the stict are straight and not too big, with diameter of 1.5 cm. The upper of that stict is not too sharp but not too blunt. and plugged into midpoint of the circle in the upright position. 3) Then consider starting around 10:00 or 11:00 am until around o'clock. 14.00. At the time 10:00 or 11:00 am, when shadow stick joined together with a circle west, and not too big. Then at about 14.00 shadow will touch the tip of the stick portion east circle, each end of the stick shadow, exactly touch the circle, mark with clear point, precise and not too large parallel lines. Parallel lines indicate the direction of the point of eastern and western point precise and meticulous. 4) Second point, the former shadow touches the tip of the stick in the same circle, connected by a straight line. Because each circle has two points former shadow touches the tip of the stick. So if each point is connected with a straight line, then it will pass parallel lines. Parallel lines, shows the eastward and westward precise and meticulous. 5) In a straight line showing the east and west, made straight line 90 0 line that indicates the southern point in the right direction. In this way, In this way, one things to consider is the attitude of caution when giving points and draw a line, pads and sticks at all should not move or shake There is uniqueness in the measurement of the Qibla direction by using this method. There are 2 days in a year in which the direction of the shadow of the stick is certainly going to be the Qibla direction, ie on May 28 (16:18 pm GMT 9:18 pm or equivalent) and July 16 (16:27 pm GMT 9:27 pm or equivalent). On the right is the position of the sun above the Ka'bah, so for the area around the Ka'bah can easily determine the direction of Qibla. On that date also known as Qiblah Day (day of mecca straighten).(Nugraha E. Rinto, 2012: 46). Not all regions can utilize the fonemena of Istiwaul A'dhom happened in this Makkah. Determination qibla when Qibla Day can only be used by the Muslims of the three continents, Asia, Africa and Europe, while the US and Australia could not take advantage of this moment because at that time the sun had not risen in the United States and in Australia the sun was sinking in the west. Indonesian region can also take advantage of this fonemena except eastern Indonesia.

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Figure 2. Shadow Stick (istiwa ') Source: Ahmad Izzudin, 2010

Qibla 1.0 as Qibla Direction Measurement Applications Qibla 1.0 is a Windows program that calculates the direction of the Qibla (direction Kabbah) from any location on Earth. Originator of this program is Dr. Monzur Ahmed researchers from the UK. This program was first released on May 7, 1998. Unlike other programs that only provide direction relative to true north, Qibla 1.0 also gives directions relative to magnetic north like a magnetic compass. This application has advantages with other mecca gauge applications. Strength and direction of the Earth's magnetic field can be calculated at each location. The program also displays the Magnetic Declination (Magnetic Declination) which is the difference in degrees between magnetic north and true north. This application has several menus like, Map, Qibla, and General. Qibla menu serves to measure the Qibla direction by entering the coordinates of the mosque which we will examine. Similarly, the menu folder, when the coordinates of the mosque is entered automatically count results of Qibla will appear.

THE DIRECTION MOSQUE IN THE VILLAGE BANDULAN AND SUKUN Application Qibla 1.0 calculation results show all the mosques have the direction of Qibla 294.2 0. The distance between the mosques in the village Bandulan with Masjidil Haram (Kaaba) about 8574.14 km. There is only one takmir who can provide information Qiblah direction mosque is a mosque takmir of Roudlotul Jannah, while others are not able to provide information in a clear direction of the Qibla of the mosque. They assume that the direction of the Qibla of the mosque are accurate. They assume that the direction of the Qibla of the mosque is quite facing west and oblique slightly to the north, but the calculation Qiblah direction that they understand not quite clear. Every mosque located in the Bandulan and Sukun Village has diverse deviation Qiblah direction. Based on the calculation of the Qibla 1.0 Application in the Bandulan village there is one mosque accurate namely Roudlotul Jannah mosque, while others are one mosque in the category quite accurate, 7 mosques in the category of slightly inaccurate, 5 mosques included in the category of less accurate deviation, and 3 mosques entry in the category of very inaccurate irregularities. The data obtained show that the direction of Qibla is still a lot that has not been accurately. In the Sukun village there is one mosque accurate namely Al Islah, while others are 2 mosques included in the category of fairly accurate aberration, 5 mosques included in the category of slight deviation accurate, 3 mosques included in the category of less accurate deviation, and 3 mosques included in the deviation category is very inaccurate. All takmir Bandulan village mosque using method of measuring azimuth direction of Qibla. its different from the Sukun village. Qibla compass measurement method with as many as 13 mosques or 86%, the shadow of stick as much as one mosque or 7%, and theodolite as much as 1 mosque or 7%. In the Sukun Village and Bandulan Village none takmir that uses spherical triangle method and computer appli-

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Proceeding of 4th International Conference on Education and Social Sciences cations. The application of the compass method most popular among takmir Bandulan village mosque and Sukun village because it is considered a practical, easy, and cheap, but this method also has disadvantages in terms of the accuracy of the angle. The use of methods Triangle Ball and Computer Applications considered too difficult for the takmir. Yet in an age of technology as now all work has helped and can be done easily via the electronic media just as GPS, computer applications (Qibla 1.0, Qibla Locator, Locator Meccah, etc.). Need additional insight to takmir on Qibla measurement methods.

REFERENCES Glorious Karim.2002. The Qur'an and Its translation. Jakarta: CV Darus Sunnah Alimuddin.2009. Method of Determining the Qibla. Napier: Islamic University Napier Alaudin State Press BPS. 2013. District of Sukun in Figures, 2012. Malang: BPS (Central Bureau of Statistics) Jamil, A.2011. Science Falak (theory and applications) The direction, Start Time, The Early Years (Hisab Contemporary) .Jakarta: Amzah Ismail, Syuhudi. The direction of Modern Measurement Method. Jakarta: Al Kamil Izzudin, M. Ahmad. 2010. Some Methods of Measurement The direction and Plus Minus. Semarang: PPT Hilal rukyatul Indonesia.2010. Study of How to Determine the Qibla. Yogyakarta: rukyatul Hilal Indonesia Rinto, Nugraha Eng.2012. Mechanics .Yogyakarta Sky Objects: UGM Press Sabiq, Sayyid. 2006. Qibla: Uniting Muslims of the World. New York: GP Human Shariati, Ali. 2006. Salah fervently in the Workplace. Yogyakarta: STAIN Purwokerto Press http://www.bbc.co.uk/science/earth/surface_and_interior/plate_tectonics . Accessed 11 January 2014 08:40 http://en.wikipedia.org/wiki/List_of_tectonic_plates . Accessed 11 January 2014 08:41

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PERSONALITY CHARACTERISTICS AS THE APPEAL OF JOKOWI’S LEADERSHIP IN THE PRINTED AND ELECTRONIC MEDIA PERSPECTIVES Nugroho Faculty of Education, Semarang State University ABSTRACT Jokowi becomes a young leader getting more sympathy from the people. Indonesia Indicator has done a research on 365 national and regional online media to measure the Jokowi exposure in the media. The data was gathered from January 1st up to 31 December 31st, 2013 with Clawer software method. In a year, the number of the Jokowi reports reached 60.642 times or in average 5.000 times per month. This research is aimed at disclosing the personality aspects owned by Jokowi as a young leader so that he has an amazing appeal for the media an people in general. This research is conducted on the reports of 3 printing national media and 3 electronic media (TV) for three months, using hermeneutics and discourse analysis methods. It is found that some personality aspects of Jokowi making him the great appeal of the people are simplicity, openness, closeness with general people, the ability to work on the lowest level, thinking positively under criticism, ability to generate optimism in the hopeless situation, having tendency to people. Keywords: Simplicity, hermeneutics, discourse analysis

INTRODUCTION Jokowi is a unique phenomenon in Indonesia politic arena, having Forestry degree from Gadjah Mada University and working as wood craft exporter, he was proposed by PDIP (Struggle Indonesian Democratic Party), an apposing party, to come forward on the Surakarta/Solo city mayor election. Becoming the city mayor, Jokowi made a kicking off with some great achievements, such as revitalizing Solo as cultural city by conducting some festivals, carnavals, and tourism events to supports the economic activities. He made an arrangement of the side Bengawan Solo river slum areas successfully, without any incidents and created it as a tourism event called ―Bedol Deso/Village Full Movement‖, and moving the the used goods market without any objections. Shortly, in the first period of his Mayor service, his leadership reflected humanism with tendency to general people. Therefore, he won the second election easily. In time of his second service, Jokowi was proposed by PDIP and Gerindra/Great Indonesian Movement Party to enter the Jakarta Governor candidacy race, mainly to challenge the incumbent who had supports from the ruling party, Demokrat, and its coalition consisting of big parties, like Golkar/Labor Faction Party, and PPP/Development Union Party. At the mean time, the media coverage of Jokowi became greater and more intensive, on the other hand, none of the survey organizations put him as a promising candidate, he calmly kept moving, and created a trend of green campaign, without any outdoor banners which disturb the public area cleanness. He also proved of anti money politics by generating funds for his campaign by producing and selling his brand clothes, plaid shirts. Finally, he won the election defeating the incumbent, Governor Fauzi Bowo, on second round. With new jargons for Jakarta (free of flood and free of traffic jam) Jokowi wins the heart of public and becomes the focus of media. Wherever he goes media always follow, and whatever he does is published widely. The essential problem to investigate is : what are personality factors owned by Jokowi and how he articulates them so that he becomes a great appeal for the media to publish what he thinks and what he does as a young leader in the middle of the hot politic competition.

THEORETICAL FRAMEWORK This research is founded on three foundations, firstly, Political Psychology framework, which specially studies the role and function of personality as the main stake of personal leadership quality as a politician. Secondly, political ethics which specially gives psychological area and leadership morality for a politician to always be honest to the his own conscience. Thirdly, media culture, which one of its functions is to be the canal of information production, tends to expose unique, unusual or hyper-reality events or phenomena.

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Proceeding of 4th International Conference on Education and Social Sciences Most political psychology studies focus on three things, first, in relation with individual political actor of leader (cases of Martin Luther King, Woodrow Wilson, Richard Nixon, Gandhi, etc, second, in relation with classification of the political actor, and third, in relation with aggregative analysis that examine the collective effect of individuals on the function of political institutions. This research put its point of view on the individual political actor of leader as the thinking base, with the consideration that it will give more explanation on the personality capacity of Jokowi in the local and national political arena. Some of the Jokowi‘s personality characteristics are enlightened by a solid political politic morality ethic. Revering to the nature law of Thomas Aquinas and continued by Cicero, Jokowi since his first appearance as a leader, was enlightened by a kismet which empower and operate his leadership in the morality ethic with full of responsibility to the God. Base on it, he is able to go anywhere without protocol guards and greet anyone without any psychological space, because he beliefs strongly that he is by fate to lead societies on every level, so that he has to conduct his leadership on the tendency for justice and for the sake of people wealth. This character distinguish him from the former leader (in general, the Indonesian leaders tend to be selfish and not too much care of the people‘s condition. The distinction is perceived by the media as a uniqueness which worth of wide publication and becomes a lovely news source which always be waited by society, and then gains high ratings. The intensive publications, then, performs what so called Jokowi Effect and the actor becomes the media darling.

RESEARCH METHOD The subject of the research is three big printed media/national newspapers (Kompas, Media Indonesia and Koran Sindo) and three electronic media (TV One, Metro TV dan SCTV). They are selected for the consideration that they have wide coverage and big news slots mainly on political events. TV media is needed to cover general public who have low literacy, and follow the news through televisions, and the newspapers are meant to accommodate the middle and intellect societies. The study is conducted in three months, by taking notes and classifying the focal point of the news/reports related to Jokowi. Based on the data collected, the researcher makes analyses with hermeneutics and discourse analysis methods.

Result and Discussion This research finds out at least four aspects of Jokowi‘s personalities, by which, media perceived as uniqueness because they are different from those of other leaders in Indonesia. The uniqueness becomes a special appeal so that media always pursuit whatever and wherever he has activities. The media exposures are very strong and dominant on the four Jokowi‘s personalities. No 1.

Personality Uniqueness Verbal language

Jokowi Simple, can be understood easily by people (general people languages)

2.

Gesture

3.

Self Representation as a Leader

Close to people, sincere without unnecessary guards as other typical buraucrates, No psychological distance, having enthusiastic eye contact. always presents on the right time when people need him, able to motivate and build optimism in the desperation under natural disasters

4.

Decesion Making

Dare to make decision simply and quickly to be executed rightly and measurably

Other Leaders Using political languages, jargons and normative so that difficult to be understood by general people Too much keeping image and prestige, so that laways using protocol guards, intentionally creating psychological distance with the people. Absents when their presence is needed by the people, often conduct buying time so that problems exist without solutions Tend to make discourses without an apparent solutions, tend to use many kinds of apology and alibi for their incapability and fears in executing decisions

To study of the research findings, there are three essential questions to answer. First, how come Jokowi, who was formerly a entrepreneur can metamorphosisly become a politician - buraeucrat who win the heart of the people and become a media darling. Second, how he transform himself from an entrepre-

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Social Conservation based on Nation Character Building neur whose orientation is to make money to become a governor to give service to the people. Third, how is the relation between Jokowi and the media who always follow his activities and give intensive exposure, so that his ideas and programs gets positive publications and empower his image as an individual worth to a president.

Metamorphosis from an Enterpreneur to a Politician Jokowi is very smart in making himself a brand (Firmansyah, 2007) through discourse selections to suit the people‘s need. For example, Jokowi prioritizes on Jakarta flood and jam. In realizing the working program of revitalizing Ciliwung River bank, Jokowi presents the discourse of developing without displacing but only shifting. The key word of ―not displacing only shifting‖ is a positive discourse for the societies who have been sick of being the victim of every development programs from the government. By the discourse of not displacing but only shifting, the people feel comfortable, because although they have to move from their original environment, government has prepared boarding houses in more comfortable and prestigious environment. The discourse selection is originally is spirited by humanism political ethic (Suseno, 1994) and marhaenism which has tendency on people ingenuity and civilization. The tendency to the people is undoubtly possible for Jokowi, since different from other PDIP‘s and other parties‘ politicians, Jokowi is the real ideological son of Soekarno. Jokowi is not originally from the Soekarno‘s clan, but in his every step and policy is thickly coloured by a tendencies to the ‗marhaen‘ communities (peasants people). The discourse hold by Jokowi is realized in operational level and exposed by all media. In this case, Jokowi enliven real reality of an action, and it breaks down the behaviour of the other actors who tend to play in virtual reality areas through advertisements and images that are never proved by real actions (Baudrillard, Derrida and Foucault, 1994). For Jokowi, it is not a difficult metamorphosis because as a former entrepreneur, he used to produce tangible qualified product and give consumers satisfaction; therefore, in the politic arena he has to make a real product (not only a discourse) so that people can get the product of his leadership. To relocate the river banks communities to the boarding houses without cost is one of the examples of the metamorphosis. It becomes the appeal of the media to give him extremely intensive and extensive exposures. In branding himself, Jokowi doesn‘t use high political jargon, which full of ambiguities that are difficult to understand, he has a simple language to build change and development discourse.

Friendly Gestures For the media and general people, Jokowi‘s gestures in his daily activities is just another charm, because he never creates a psychological distance to the media personels and general people. Every day, anyone can easily meet, having photo with, and chat closely without any formal protocol guards like other tipical Indonesian officials. This reality is ‗strange‘ and ‗interesting‘ to be exposed in the media. For him, it is just something usual and natural, guards are not needed because whom he meets are his own people. In responding the questions from the societies, he always presents cool friendly facial expressions; even when he was being bullied by his political opponents , he doesn‘t express anger or annoyed. On the other hand, Jokowi responds it kindly while educating them with data and real facts. He is different from those who always keep their image and prestige by using many kind of guards and protocol procedures son that they have a very far psychological distance with their people. Other officials generally will get angry when asked continuously with unfavourable questions, they tend to make alibi or apology for their programs‘ failures. Jokowi accepts the evaluations from anybody without showing anger or dislike expressions, whilst, he educates critically why the flood and transportation jam have not been done. All are in a friendly gesture. Referring to Baudrillard (1983) in the In The Shadow of The Silent Majority, and in the Ecstasy of Communication (1987), the mass euphoria in welcoming his every presence is a reality that Jokowi‘s power is not to build a hegemony, but is to open an empty valve and silent culture of the society who so far was alienated by their leader so that now they are free to express themselves, to tell their complain, to tell their fate, and to express hung their hopes to him.

Authentic Leader. Different from other common leaders who tend to like to stay more in the office and just waiting for good reports from their staffs, Jokowi always present when the people need him because of the natural disasters or when they have joyful events. He came to Ciputat at 01.00 in the morning when they were

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Proceeding of 4th International Conference on Education and Social Sciences flooded, he came when there were fire incidents and gave solution, more importantly he strengthened and empowered their spirit to face the disaster and build a better life. When people wanted to enjoy the fanfare of PRJ (Pekan Raya Jakarta/ The Great Week Jakarta Festival) but they have not enough money to buy the expensive ticket, he created another festival in Monas area free of charge. Jokowi comes as a problem solver, seeks to know what people really needs so that doesn‘t only receive fake reports. Moreover, the presence of him doesn‘t need a special welcoming ceremony like other officials. He is an authentic leaders, who works and works until media coverage which constructs the image of him beyond his daily reality, that is so simple.

The Courage of Making Decision. Appointing a non Muslim woman as the community head in an area of South Jakarta, being then opposed by his super ordinate (Ministry of Internal Affairs), and also being forced by the communities to replace the head, Jokowi was unmoved. He believed the headwoman could work well, and in the context of pluralism (he never mentioned this notion himself) he educated his people to accept whoever as their leader as long as she/he is well performed. To execute the development of MRT which has been left behind for 15 years, to stop the permission of building new super malls, to revitalize traditional markets are some of the phenomenal and brave decisions made by a governor that so far have not yet been taken by even a minister. The most phenomenal and bravest of all is the decision of revitalizing and rearranging Tanah Abang market, because so far the area was occupied by gangsters and local mass organizations, but he could execute the program peacefully. Of course, he is not free from criticisms and mockeries from others, but for Jokowi, a leader must make decisions and take the risk of not being popular. He is firm in holding his principals for the shake of people importance.

CONCLUSION Jokowi is an authentic leader who always present in the middle of the people on the right time, using simple verbal language which can be easily understood by the people, and using empathic and respectful gesture. He deconstructs the behaviour of feudalistic leaders who always ask for services and flatteries. He presents himself as common people in the casual outfits, with simple life attitude when getting criticisms or praises. He is not allergic to the media, in the contrary is very friendly and open minded because he can make use the media as the control for his own bureaucracy behaviours. All of this cannot be separated from his personality aspects as his own personal characteristics. Whoever would like to lead this nation has to develop personality characteristics like those of Jokowi, not should be extremely similar, but at least the personal characteristics like honest, open indeed (especially to criticisms), simple, respectful to general people, think positively, having the courage to make decision and to take risks of making the policies. Political parties must from the beginning recruit and develop the leader candidates by referring to personal qualities construction as founded in this research. The work of political parties is to regenerate by implementing and developing a solid personality.

REFERENCES Baudrillard J. 1993. In the Shadow of the Silent Majorities. Toronto. MIT Press Publishing Co. Baudrillard. J. 1994. The Ecstasy of Communication. Toronto. MIT Press Publishing Co. Boyne, R., 1990. Foucault and Derrida: The other side of reason. London: Unwin Hyman Derrida, Jacques, 1978. "Cogito and the History of Madness" from Writing and Difference trans. Alan Bass. London & New York: Routledge. pp. 36–76. Firmansyah, 2007. Marketing Politik. Jakarta. Yayasan Obor Press James, Seferin. 2011. "Derrida, Foucault and 'Madness, the absence of an œurvre'" in Meta: Research in Hermeneutics, Phenomenology and Practical Philosophy Vol. 3(2). Suseno, F.M. 1994. Etika Politik. Jakarta. Pustaka Gramedia Press.

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Social Conservation based on Nation Character Building

LEARNING SOCIAL STUDIES TO GROWTH UP NASIONALISM THROUGH PICTURE MEDIA FOR DEAF STUDENTS IN SDLB PURWOSARI KUDUS Nur Farjie, Imaniar Purbasari Faculty of Education and Teacher Education, University of Muria Kudus ABSTRACT Picture media are attractive and inovative as relevan media to help children with hearing impairment in learning to overcome the problrms that have an abstract matter. Implementation of picture media in social studies learning influence to cultivate of nasionalism deaf students in SDLB Purwosari Kudus. Picture media can minimize broad concept of nasionalism that is by giving props or draw directly by modifying learning through sign language. The character of nationalism in deaf student can be identified in learning activities, such as: (1) love of country, (2) responsibility, (3) self-sacrifice, (4) brave, (5) hard work, (6) democracy, and (7) creative. The ability of deaf students in SDLB Purwosari Kudus be able recognize parts of Indonesia, to understand the formation of Indonesia, knowing the struggle for independence, knowing of national heroes, understand chronologically proclamation of independence, understand symbol and point of Pancasila. Keywords: Disabilities, Media of Learning, Nationalism

INTRODUCTION Deaf, as well as other people with disabilities who are Indonesian citizens have the right to education. The government has guaranteed it as set forth in the UUD 1945, Pasal 31, ayat 1 "every citizen has the right to education", and in ayat 2 described "the government shall provide education to every citizen". Deaf students at the primary level, including SDLB-B more skewed to the subjects that require physical skills, as classroom teachers SDLB-B requires physical skill-based learning in accordance with the needs of learners. Limitations of the right media tools for teaching deaf students to be a problem for teachers to be able to explain the subject matter that is charged to students. Especially with the curriculum standards comparable to normal children, but does not adjust to the specific needs deaf children a lesson in understanding the material. If in general, the normal child can understand all the material in one semester with the same material weight, deaf children need a longer time than normal child can understand it. Due to explain a subject matter in deaf children requires methods and different delivery media with normal children. Limitations of props and the absence of an adequate explanation of the picture is very difficult for teachers to explain the existing materials on the subject. For teachers who can draw it is not a problem, but not for teachers who can not draw, consequently explanation only material described in written form and in the form of verbal (oral). The combined use of media images multicommunication (total communication) in the language of deaf children learning opportunity to give good results. The media have a position as a means for people to express themselves (Djamarah, 2006: 120). The provision of learning materials using illustrations or images that are very relevant to help children with hearing impairment in language skills, especially vocabulary contained understand the material being taught (Efendi. Et al. 2006). Hearing deaf children can not work it through the sense of vision deaf children trying to obtain information, to it all the learning that is given by teachers should be illustrated in the form of images that tells the story of a given material, or better known as a useful visualization to facilitate deaf children understand the intent and learning content. Rohidi (1984: 87) argues that the illustrations in conjunction with the drawing illustration art is a depiction of something through visual elements to further explain, describe or also embellish a text, so that readers can come to feel directly through their own eyes, properties and motion, and the impression of the story is presented Special education systemized implemented. One form of special education is a learning implementation of IPS (Social Studies) in the class of deaf students. Implementation of social studies learning for deaf children should start from the things experienced by children in everyday life. The principle of social studies learning for deaf children starting from simple things and then gradually to a more difficult level.

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Proceeding of 4th International Conference on Education and Social Sciences Social learning for deaf children can be done by providing real experiences and repeatedly. Implementation of applied research in social studies conducted to instill nationalism in introducing figures independence hero of deaf children. The concept of nationalism in learning taught include: appreciate the diversity of ethnicities and cultures, appreciate the variety of heritage and maintain its sustainability, heroism and patriotism imitate the characters struggle, describing the struggle of the hero in the colonial period, appreciate the service and the role of leaders struggle, proclamation independence, the struggle for independence (curriculum 2006). In the concept of learning in normal children through stories nationalism taught by teachers to attract students as if to understand the formation of story sequence Indonesia nasoionalism. These concepts can also be applied directly in everyday student through Monday's ceremony, the ceremony a great day, a great day of commemoration activities and so on. Regardless of the rights and obligations of citizens, as citizens of deaf students are also required to participate to know and practice of nationalism in the life of the nation. The difference lies in how to teach the concept of nationalism that the purpose of learning to children disabel especially deaf children. Based on the formulation of the problem above, the purpose of this study was to determine the effect of the implementation of the learning and teaching of media images as well as the spirit of nationalism that can be trained in the implementation of social studies learning using media images SDLB deaf students in Kudus.

RESEARCH METHODS This research study is learning social studies using media images to foster nationalism deaf students associated with the activity, attitudes and abilities of individual students as well as events in the learning process. The experiment began in January 2014 in SDLB Kudus. Qualitative research is an activity description and analysis of a phenomena, events, activities, social, attitudes, beliefs, perceptions, thoughts of people individually or in groups (Sukmadinata, 2010: 60). The qualitative data in this study were obtained from the elements involved in the focus of research. Steps are performed in the form of observation, interviews and documentation. Analysis of the data represented by the process of observation, interviews and documentation to assist in interpreting qualitative data in this study. Triangulation refers to efforts on the findings of perception or perception of others with interaction models include: reduction of data exposure data and drawing conclusions. The data reduction step for selecting the data so that the data can be determined focus on the information that has been obtained and summarized or a simplified to sharpen the research problem.

RESULTS AND DISCUSSION Based on observations and interviews, teaching deaf students still constrained in verbal communication media but more dominating visual media due to limitations of its hearing. These limitations result in students' understanding of the learning material is low, especially in social studies learning that contain a lot of reading text. Visual media is able to explain the understanding of learning materials to foster nationalism deaf students. Visual media can be used to foster nationalism deaf students through the application of Indonesian founding material, the process of the struggle for independence by national heroes, the proclamation of independence and the process of preparation of national ideology, Pancasila. The material is taught using visual media map of Indonesia, the characters struggle for independence, and the symbol of the state to facilitate learning social studies deaf students. The learning phase include: introduction to Indonesian territory and the formation of the Republic of Indonesia, Indonesia's independence struggle illustrations by invaders, the identification of characteristic figures of national hero through media images, and the identification of the meaning of the Pancasila state symbol image. The study begins with a stage students are encouraged to interact using visual media map of Indonesia. Introductory material about the Indonesian region are taught to use the image for a large map of Indonesia confirms territory inhabited by deaf students, identifying the many islands and form islands in Indonesia, as well as give students an understanding of Java, particularly the province of Central Java. Medium-sized Indonesian map image very effectively provides an overview of Indonesia as a whole so that the students understand the position of students as citizens of Indonesia. Researchers also use the material as a handle students who are used to clarify the understanding of the material deaf students. In addition, researchers used a sheet of drawing paper work for deaf students illustrate back knowledge of the layout of Indonesia and the distinctive features of each island in Indone-

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Social Conservation based on Nation Character Building sia. Works of drawing students have a different character according to the emotional level, accuracy, and ability to make the work of the student image. Worksheets pictures of students in this study showed differences in the precision of the students identify the shape and location of the region of Indonesia. Accuracy students to produce work of drawing the shape and location of the Indonesian territory is only represented by two students from a total of 8 students. The next phase, the researchers create illustrations events surrounding the independence of Indonesia which was drawn directly on the board. The events surrounding the proclamation taught using a brief communication with the expression on the face, lip, and expression the illustration events. Weakness deaf students in grasping the meaning of the language of communication is supported with illustrations by the object image in accordance with the characteristics and conditions of the proclamation events. Objects images used to clarify the material. Events struggle against Dutch colonialism illustrated with figures Dutch Company and the struggle of indigenous people to take up arms. Events struggle against Japanese colonial rule described by the characteristics of the Japanese invaders with his trademark weapons of the samurai and the struggle of indigenous people. In addition, also described the process of Japan's defeat through illustrations leaving cities of Hiroshima and Nagasaki by the allied military aircraft. Illustration defeat of Japan showing the completion of the colonial period in Indonesia and proceed towards independent Indonesia. Indonesian independence events depicted with great fanfare Indonesian people welcome reading the text of the proclamation by Sukarno and the red and white flag raising. Intended use of illustrations in a variety of important events surrounding the proclamation of independence is to form the imagination of students to struggle against colonialism to independence Indonesia, thus forming the character of love of country, hard work, bold and responsibilities of students. Hard work and courage to fight for independence against the invaders finally paid off with the independence that can be interpreted by patriotism maintain the unity of Indonesia. At this stage almost all deaf students enthusiastically watching pictures of events surrounding the proclamation with a focus condition, attributes and character portrayal and the struggle for independence with mutual discussions and pointed to a picture depicting their understanding of the material. The next stage of deaf students are guided to identify the leaders of Indonesia's independence hero. The learning process is done does not explain in detail the struggle of independence hero figures Indonesia due to limited audio owned deaf students. Material figures Indonesian independence hero taught merely physical characteristics and traits attributes inherent in the figures of Indonesian independence hero. Researchers using photo images hero of Indonesian independence in the Dutch colonial period, Japan, and the character of the proclamation. Photos hero identified physical characteristics or attributes are worn so that deaf students are able to recognize and name the Indonesian independence hero. Purpose of identifying leaders of Indonesia's independence hero through media images that form the concept of a hero for deaf students. The concept of a hero is a concept that is able to build the imagination of the students about the role of someone to defend the interests of individuals, groups, nations and state. The concept of a hero is expected to form a deaf students thought to be useful for oneself, another person, group or nation and country. At this stage the student is still difficult to identify physical features and attributes of Indonesian independence hero. Deaf students still need to be helped to pair the physical features and attributes to mention figures. If there are students who successfully answered naming the corresponding figure physical characteristics and attributes, then the other students follow an answer. However, understanding the concept of the hero has mastered deaf students. The last stage is the formation of the unity of the republic of Indonesia country. At this stage the material taught on the basis of the establishment of the republic of Indonesia Pancasila. Pancasila state ideology which is already known by deaf students, but limited to the eagle picture on the wall above the blackboard and when reading the text of Pancasila at every ceremony Monday. Making it easier for researchers to explain the image symbol on each of Pancasila and their meanings. Implementation phase concludes with a test in the form of worksheets to measure skills students draw a map of Indonesia with precision the location and shape of the five major islands in Indonesia. The next worksheet is a worksheet in the form of a question using key image to be paired with an answer in the form of short words. The use of student worksheets based visual media deliberately designed to help facilitate the students to work independently achieve the learning competencies nationalism by optimizing the sensitivity of audio-visual media amid limitations experienced by deaf students. All students are able to work independently complete the answers of the whole matter. On the worksheet draw many deaf students who have not been able to describe the location and shape of Indonesia with the right, but the ability to describe the amount of five major islands in Indonesia has been dominated by deaf students. In the second work sheet some students still requires precision pairing key image with answers short words, evidenced by there are little less precise answers. However, the effectiveness of the use of media images in the learning process until the evaluation can be seen from the enthusiasm of deaf students, deaf students' understanding, and optimize limitations deaf students.

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Proceeding of 4th International Conference on Education and Social Sciences Media images are able to support the learning process by optimizing the sense of vision as the capital of deaf students examine a message and events. The concepts of nationalism into the learning objectives are achieved and are reflected in the ability of deaf students solve the problems of nationalism charged. Thus, we can conclude image media effectively used to teach and foster a spirit of nationalism SDLB deaf students at Purwosari Kudus. The contained nationalism character in deaf students can be identified in the learning activities, among others: (1) the character of love for the country is reflected in the effort deaf students know the territory of Indonesia, island shape, number and the name of the island; (2) the character of responsibility is reflected in the ability to understand the media, materials, and complete the evaluation; (3) self-sacrificing character is reflected in the understanding of the concept of the hero; (4) bold character is reflected in the understanding of the concept of the struggle against colonialism; (5) the character of the hard work is reflected in the understanding of the concept of the hero, the struggle against colonialism and independence; (6) the character of democracy is reflected in the understanding of the formation of the unitary state of Indonesia; (7) creative character is reflected in the ability to produce work of drawing the archipelago.

CONCLUSION The conclusions of this study is the use of media images in teaching social studies in the material respect the Indonesian struggle to achieve and maintain the independence of deaf students to foster nationalism in SDLB Kudus. students are able understand Indonesian region, understand the formation of the nation, knowing the struggle for independence, national heroes know, understand chronologically proclamation of independence and symbolism as well as the sound of Pancasila. ADVICE Application of instructional media according to the characteristics and needs of students with special needs need to be analyzed and implemented, so that treatment or services according to the needs of students and can be optimally explore the ability of students with special needs. The use of varied visual learning media (two-dimensional or three-dimensional) for deaf students can draw attention and to optimize the learning process.

REFERENCES Djamarah, Syaiful Bachri. 2006. Strategi Belajar Mengajar. Jakarta: PT Rineka Cipta. Effendi, Mohammad.2006. Pengantar Psikopedagogik Anak Berkelainan. Jakarta: Bumi Aksara. Rohidi, Tjetjep Rondhi. 1994. Pendekatan Sistem Sosial Budaya dalam Pendidikan. Semarang: IKIP Semarang Press. Sukmadinata, Nana Sayodih. 2010. Metode Penelitian Pendidikan. Bandung: PT Remaja Rosdakarya. Undang-Undang Dasar 1945

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Social Conservation based on Nation Character Building

STRENGTENING LANGUAGE ABILITY AND SOFT SKILL AS SLOW LEARNER EMPOWERING EFFORT: CASE STUDY ON STATE POLYTECHNIC OF JAKARTA Nur Hasyim, Ade Sukma Mulya, Sri Wahyono State Polytechnic of Jakarta ABSTRACT The empowering effort of the slow learners has been conducted since 2011 by Inclusive Education Program at State of Polytechnic of Jakarta. The Inclusive education gives opportunity for slow learners to follow education together with normal students. PNJ‘s Inclusive Education Model that has be developed is a special class with integration; it is a special class, while on some purposes, the students are integrated with the normal class. The empowering strategy has been done using strengthening language and soft skill ability. Phenomena strengthening of language ability and soft skill as slow learner empowering in higher education are the new case so it is interesting to investigate. The grant theory of the research is a Simangunsong‘s scream theory, the theory that was developed by Greenlee Psychological and Support Servive (2014), and theory of slow learner managing based on potential student (Hasyim and Ade, 2013). Therefore, its research question is how a strengthening language ability and soft skill as slow learner empowering that has been done in at PNJ. For implementing this research, the qualitative was used. The research results were (i) the strengthening of language ability, both Indonesian and English, was done based on repetition and stressing of idea (ii) strengthening of soft skill was done by giving extracurricular activity and involving the slow learners in extracurricular activity, (iii) the education result indicated that the graduates from inclusive program have good soft skill, but they have weakness in mastering the learning outcome. Because of the weak leraning outcomes, the education organizer needs to increase the learning outcomes, so that graduates can gain both national and international standard. Keywords: language, slow learner, education

INTRODUCTION State Polytechnic of Jakarta since the academic year 2010/2011 has conducted inclusive education for slow learner (IQ 65-79) with a pattern of integrated education, based on student potential, strengtening of language competency (both Indonesian and English), as well as a strengthening of soft skill. Various of things are done in order to empower the competency slow learner so that they become competent and independent beings. Phenomena strengthening language ability and soft skill as slow learner empowering in higher education are the new case so it is interesting to investigate. How has State Polytechnic of Jakarta done strengthening language ability and soft skill for empowering of slow learner? The grant theory of the reseach is a Simangunsong‘s scream theory and the theory that was developed by Greenlee Psychological and Support Servive (2014). Mangunsong (2009: 15-27) stated concept of slow learner managing that the model of education for slow learner can be doner with integration model; it is a special class, while on some purposes, the students are integrated with the normal class. She suggested that on slow learner education is used the concept of SCREAM to use: (1) Structure (emphasis on structure / pattern), (2) Clarity (explain in xylophone), (3) Redundancy (membertikan repetition), (4) Anthusiasm (delivered with gusto), (4) appropriate pace (give appropriate tempo), (5) Maximized engagement (to maximize engagement). Concept of education for slow learner stated also Greenlee Psychological and Support Servive (2014). The concept is (i) expose the student regularly and systematically to rich and varied vocabulary, syntax, and discourse patterns, (ii) involve the student in structured and unstructured individual and group play interactions and conversations, (iii) for tasks that the child typically finds difficult, use a system of modeling to teach the child new skills, (iv) provide access to and a curriculum based on print and literacy-rich materials, (v) find ways to expose the student to more print, in the environment, through reading with the child, and through teaching concepts of print. In dramatic play center, (vi) encourage the child to share his plans for play and then review what he did after play, (vii) ask the student to paraphrase instructions or to repeat the directions to you before beginning on a task, (viii) repeat directions as many times as necessary and check frequently to ensure that the student understands the task, (ix) provide practice for the student through retelling events or stories. For example, read the student a short story and ask the student to repeat the events in sequential order or to identify the major story components, (x) provide specific instruction in vocabulary, (xi) teach the student what various words mean, (xii) while reading to the child, pause to de-

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Proceeding of 4th International Conference on Education and Social Sciences fine any unfamiliar words, (xiii) read the same book more than once to the child. Encourage the child to actively participate while you read. Allow him or her to ask and answer questions and relate the new words to his or her own experiences. After reading a story, have a conversation with the child about the book, (xiv) use new or interesting words many times with the child. Repeated exposure in many different contexts will help the child learn the new word, (xv) to help increase phonological awareness, play games that focus on the sounds of words, such as rhyming games and songs, thinking of words that start with a particular sound, and counting the ―beats‖ or syllables of words, (xvi) use a variety of classroom activities for promoting phonological awareness, (xvii) these activities should be interactive and game-like, involving singing, rhyming, clapping and movement, (xviii) to promote phonological awareness, use literature that plays with language sounds, (xix) read texts that emphasize rhyming patterns, illiteration, and the manipulation of phonemes, (xx) teach the student the difference between letter sounds and letter names. Hasyim and Ade (2013) found model of slow learner based on potential student. They said that potential student that could used as student‘s competency. Hasyim and Ade model suggested that slow learner managing should used psychotest, teacher has slow learner and learning of slow learner knowledge; slow learner with IQ 65-79 that could manageged. About of slow learner was explained Khan (2012) that Slow learners are those pupils who have limited ability due to different reason in the education process. Slow learner is advance word for ―backward‖ or ―mentally retarded‖ and ―Educationally subnormal‖ (E.S.N.). Chauhan (2011). He stated that the slow learner is a learner or anyone who has the intelligence, between 76 to 89. The relatively low value of intelligence. As a result, among others, they become sluggish and less able to mingle with his friends. They are also not optimal in the material captures basic lessons. Achievement of the performance is to be low (not the same as the performance of peers). Children are slow to learn the difficulty in understanding the things that are abstract and symbolic, such as language, numbers, and concepts. On the other hand, they are generally patient and cooperative. They need help, among other special classes or special treatment.

RESEARCH METHODS The research conducted by qualitative research approach, by following the steps as was done by Miles and Huberman (1984). Conducting observations to participate actively in the implementation of education program for slow learner in the State Polytechnic of Jakarta as well as conducting interviews with head of program manager, teachers, students, and parents, while the qualitative analysis includes data reduction, to display the data, and concluded is a method of data analysis. Reducing the data is retrieve the necessary data and dispose of unneeded data. To display is to display data based on specific categories, such as (i) strengthening of language, (ii) strengthening of soft skill. Finally, finding thema based on data display.

DATA DESCRIPTION AND DISCUSSION Implementation of Language Strengthening Strengthening the ability of language, either English or Indonesian, done by doing approach repetition and emphasis that students understand the material presented. Examples of implementation as follows. Lecturers make a sentence; students imitate sentences made by the lecturer. Lecturers make a sentence with elements of the sentence is not written down, but lecturers prepare alternative options to fill in the omitted; students compose complete sentences back, with complete parts removed with alternative options prepared. Lecturers make a sentence with elements of the sentence is not written down, but lecturers no prepare alternative options to fill in the omitted; students compose complete sentences back, with complete parts removed with alternative students. Finally, student make sentence according to request from lecture. To be effective time, the theme of which is used to construct a sentence is the theme of the language so that the exercise about sentences has two functions: strengthening of language skills and strengthening of language knowledge. Implementation of Soft Skill Strengthening Reinforcement of soft skills is done by providing opportunities for students to participate in activities on student activity units, but in fact there are no students who take part in the student activity units. Students are generally more interested in participating in extracurricular activities organized by the pro-

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Social Conservation based on Nation Character Building gram of study, for example, fasting together, the character education, and stay together. Reinforcement of soft skills is also done by extending the student to practice and come forward to do the work and exercise. By looking at the competence of graduates who follow graduation in 2014 was known competence is not maximized. After further investigation, most likely has not achieved the learning outcomes for the majority of the students because majority of students have an IQ below 65.

Discussion Having regard to the description of the data can be answered formulation of the problem that the empowering of slow learner was done by strengthening and reinforcement of soft skills. Strengthening the language is done by repetition and emphasis of command. Strengthening of soft skill was done to give practice activities and providing of extracurricular activities. The findings of research showed that the State Polytechnic of Jakarta has made efforts to empower slow learner, but the qualification of students that generally have IQ below 65 and the process of learning is not optimal. The State Polytechnic of Jakarta‘s spirit and the courage to start managing a slow student learning should be appreciated. State Polytechnic of Jakarta can use SCREAM theory to improve the quality of learning, by doing (i) Structure (emphasis on structure/pattern on process of learning), (ii) Clarity (explain in xylophone), (iii) Redundancy (repetition), (iv) Anthusiasm (delivered with gusto), (v) appropriate pace (give appropriate tempo), (vi) Maximized engagement (to maximize engagement). When we look at the theory of SCREAM, make students excited are things that need to be optimized. Lecturers can present images, stories, and games in order to increase students' learning spirit of students. To strengthen the language competence for slow learners can use the concept as presented by Greenlee Psychological and Support Service (2014). The concept is (i) expose the student regularly and systematically to the rich and varied vocabulary, syntax, and discourse patterns, (ii) involve; the student in structured and unstructured play individual and group interactions and conversations, (iii) for tasks that the child finds difficult, typically, use a system of modeling to teach the child new skills, (iv) provide access to and a curriculum based on print and literacy-rich materials, (v) find ways to expose the student to print more, in the environment , through reading with the child, and through teaching concepts of print. In dramatic play center, (vi) Encourage the child to share his plans for the play and then review what he did after the play, (vii) ask the student to paraphrase instructions or to repeat the Reviews directions to you before beginning on a task, (viii) repeat as many times as Reviews directions Necessary and check frequently to Ensure that the student understands the task, (ix) provide practice for the student through retelling events or stories. We can also take advantage of slow learner as was said by Hasyim and Ade about management of slow learner based on student potential: (i) students are given tests of academic ability, covering material: Indonesian, English, and mathematics, (ii) students conducted psychological test to determine IQ and potential (acceptable IQ 66-79), (iii) interviews with candidates students and parents of students to know and potential health data, (iv) the curriculum established by considering the competence-oriented, (v) lecturer with the knowledge of students with special needs, (vi) lecturer with the knowledge of learning for slow learner, (vii) students periodically controlled by physicians, psychologists, and therapists, (viii) lecture room comfortable and accommodate the needs of students, (ix) graduates must do to achieve the learning outcomes, (10) institution gives accesing of graduate working. This study confirms that the repetition, emphasis, practice on many activities, and interaction with many people believed to increase competence of slow learner. Actually, the research findings are not new, but it tends to reinforce the findings of previous research, the study Simangungsong, Greenly, and Hasyim and Ade. However, the findings of this study are very good because it is the fact of good practice of slow implementation of slow learner education in Indonesia so that research findings can be used as a reference in managing of slow learner on higher education. This research has not found studies related to education for slow learning in college so that researchers have not been able to give any opinion novelty research findings compared with studies that existed previously. Because of this, researchers suggest that studies of slow learning in higher education needs to be done. At the school level studies ever done the research of slow learner Rini. Rini stated that the results showed that 20. 3% of student learning success is influenced by family support. Data also showed that the interaction with friends, encourage and motivate students to perform better. Interaction with other students, a second factor (17.2%) that influence student success. It can be concluded that the most influential factor in the success of student learning is slow learner family support. The family is the first and longest place for children in an effort to develop the ability, both cognitive and social abilities. Besides family, interaction with peers (peer), can encourage students slow learner to perform optimally. This research results

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Proceeding of 4th International Conference on Education and Social Sciences are consistent with Rini‘s research that supporting from parent, teacher, and friends is needed to support the success of the studying for the slow learner.

CONCLUSION The conclusion of this study is the use of language and reinforcement of soft skills can be used to enhance the competence of slow learner. Strengthening the ability of language, either English or Indonesian, done by doing approach repetition and emphasis that students understand the material presented. Reinforcement of soft skills is done by providing opportunities for students to participate in activities on student activity units, but in fact there are no students who take part in the student activity units. tudents are generally more interested in participating in extracurricular activities organized by the program of study, for example, fasting together, the character education, and stay together. Researchers believe that the college can manage the slow learner with the integration model, based on the potential of students, to strengthen the language, and to strengthen the soft skills in order to empower slow learner so that they become competent and independent beings.

REFERENCES Borah, Rashmi Rekha (2013). Slow Learners: Role of Teachers and Guardians in Honing their Hidden Skills. International Journal of Education Planning and Administration, Volume 3, Number 2 (2013): 139—143. Chauhan, M.S. Sangeeta. (2011). ―Slow Learner: their Pyschology and Educational Program.Dalam International Journal of Multidiciplanary Research, Volume, 1 Issue 8, December 2011, ISSN 2231 5780. Direktorat Pembinaan Sekolah Luar Biasa, Dirjen Manajemen Pendidikan Dasar dan Menengah. (2009). ‖Pendidikan Inklusi‖. Greenlee Psychological and Support System. (2014). ―Preschool Classroom Interventions Series: Slow Learner of Difficulty with Information Processing‖. USA. Hasyim, Nur and Ade Sukma. (2013). ―Model Pendidikan Inklusi Berbasis potensi‖ Hasyim, Nur and Darul Nurjanah. ‖Pelaksanaan Pendidikan Inklusi pada Politeknik Negeri Jakarta‖. In Epigram, vol. 8, No. 2, Oktober 2011. Depok. Keputusan Direktur Jenderal Pendidikan Tinggi, Depdiknas RI, Nomor 43/DIKTI/Kep/2006 tentang ―RambuRambu Pelaksanaan Mata Kuliah Pengembangan Kepribadian di Perguruan Tinggi‖ Mangunsong, Frieda (2009). Psikologi dan Pendidikan Anak Berkebutuhan Khusus. UI Depok: Lembaga Pengembangan Sarana Pengukuran dan Pendidikan Psikologi. Borah, Rashmi Rekha (2013). Slow Learners: Role of Teachers and Guardians in Honing their Hidden Skills. International Journal of Education Planning and Administration, Volume 3, Number 2 (2013): 139—143. Khan, Sultan Muhammad. (2012). ―Education of Slow Learner‖. India. Sugiyono (2006). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta. Sugiarti, Rini and Agung Santoso Pribadi. (2014). ―Analisis Faktor yang Mempengaruhi Keberhasilan Belajar Siswa Slow Learner di SLB Negeri Semarang. Research Article.

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THE CHARACTER EDUCATION DEVELOPMENT BASED CONSERVATION OF JAVANESS TRADITIONAL GAMES Nurul Fatimah Department of Sociology and Anthropology Faculty of Social Sciences, Semarang State University ABSTRACT The traditional game is one of the heritage that was forgotten. Although many are recognizing that the traditional game has a lot of positive values that can shape the character of the community for the better. Repeated studies to dig back positive value / value of the character in the game has traditionally been carried out by many experts through research with the point of view of each. Likewise with the effort to preserve the traditional game, has also been carried out in various ways and creativity of each well through formal ( learning ) as well as non-formal ( outside learning ). Various attempts have been made in the education of character through the application of traditional games can be implemented even though there are some limitations . Seeing this reality, the need for education development strategy game character through the application of a more traditional attention to various aspects and integrated implementation. Development strategies that can be done is to look at several aspects, including the aspects of readiness (enabling and inhibiting factor) , the involvement of various stakeholders parents, schools, cultural observe), strategy implementation and evaluation models are developed . This development strategy requires the involvement and active participation of various stakeholders and support needed in both material and non- material. Commitment and seriousness of the various parties in implementing character education through traditional games is also the one thing that can not be eliminated. Keywords: Development, Character Education, Javanese Traditional Games.

INTRODUCTION Discourse on character education and development efforts has been done by various parties including government , private and community in general. The importance of character development in the next generation is an issue that is quite crucial , especially in the world of education . Through primary and secondary education curriculum , the government has through character education in a series of learning activities that can be done by teachers and schools . One example is through the curriculum in 2013 , which in 2013 in addition to the curriculum students are actively to construct their own learning , students are also expected to have a better character. The series of cases that have occurred since the 1990s to the current crisis shows the moral and national identity . It happened not in spite of a long process that occurred in the past , therefore it is not easy to restore as usual . The crisis reflects the character of the education system failure implemented both at school and in the family environment . Of a series of risk factors causing the failure at school children turned out that the failure lies not in intelligence , but rather the character of factors , such as selfconfidence , ability to cooperate , social skills , ability to concentrate , empathy , and the ability to communicate the problem. Limitations of parents and families in carrying out the functions of education , making the school as an extension of socialization and education of the family . However , it turns out are not fully able to perform the function and role of the character with a good education . The education system has been applied to only rely on and give priority to the achievement of knowledge alone but forget about planting the value of personality , so that human beings are produced from the school system as it brings misfortune and moral damage , which resulted in this nation has never come out of the problems that plagued the world of education. Education should be oriented to build the character of students is necessary in order to develop and strengthen the noble qualities , responsible , disciplined , noble character , self-contained , but look at the crisis of character that happens to prove that the education system is not yet formed a human resources expected . This is confirmed Sudrajat (2010 : 5 ) , is less successful education system forming human resources with responsibility character , noble character , and self- discipline , occur in all educational institutions both public and private . Further said that the nation and character building efforts in accordance with the cultural values of Indonesian people do not seem to go as desired. Several previous studies indicate that the crisis of characters that occur in today's society can not be separated from an early age parenting applied by parents as well as the influence of environment and education system applied in schools . An important role for the early childhood education can not be

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Proceeding of 4th International Conference on Education and Social Sciences ignored anymore . An early age is the age at which individuals obtain preliminary information that will be remembered until he enters adulthood . Therefore, the management of early childhood should be maximized in order to develop the potential and positive character . Creativity applied by parents and teachers in the school are very influential on the understanding and interest in early childhood in receiving information. Character education from early childhood to adulthood can be applied both in the learning activities in schools , in the community or in the family environment . One medium that can be used to do a pretty interesting character education and not too difficult to be done is through the traditional game . Traditional games are very varied , each region has its own traditional game . Nevertheless , almost all traditional games have positive values are good for developing individual character.

APPLICATION OF TRADITIONAL GAMES IN THE FAMILY ENVIRONMENT AND SOCIETY There are a lot of media that can be used by parents and teachers one of them is using the APK (Tools Educational Games). An early age is the age at which a child is very close to the world of the game, by a paddock term play while learning it is appropriate to be applied in early childhood education. One of the games that can be used as a learning tool is a traditional game, especially traditional games area. The results of the study (Khasanah, Prasetyo and Rakhmawati, 2011) showed that some traditional toys Central Java are applied in early childhood learning activities proven to develop basic aspects of child development (physical, motor, cognitive, social, emotional, and language), is able to help children age early to know the local cultural values contained in any type of game that is applied and raises the child character (courage, agility, skill, agility motion, strategic thinking, instincts honed , friendship, cooperation, mutual help, compassion, respect for others, sportsmanship, obedience, patience, prudence, measure, compare, interpret, fantasize, and so on). As a form of cooperation in the management of character education , training began much do traditional games that came into force in early childhood parent . Woke cooperation between teachers and parents an early age , especially in the training of traditional games , was able to increase the capacity and skills of parents to stimulate the ability of early childhood learning ( cognitive , affective and psychomotor ) through traditional games ( Badu , 2011) . The enthusiasm of parents in training indicates the seriousness of the parents to provide a balanced intake for children . Given the influence of modernization has been more closely and more difficult to control , therefore, through the traditional game is expected to be the balance in the child's life.

APPLICATION OF TRADITIONAL GAMES TO LEARNING IN THE SCHOOLS In addition to focusing on the socialization of children at an early age , character education is done through the medium of traditional games can also be applied in adolescence . As performed ( Hikmah , 2012) attempted to get closer and introduce traditional toys to young people who are already very fanatic at modern games or toys . By using the software and applications that traditional toys based games can be easily accessed by young people in particular and society in general . This is done because , the erosion of traditional games , especially among teenagers . Traditional games are being abandoned because it was considered old school , unattractive and outdated . Moreover, many modern games that option is considered more challenging , many variations and is considered cool. More serious efforts in relation to dig positive values in the traditional game has also been done. Various types of traditional games of Java , in particular began to be explored in depth of meaning contained in any such game . One of the traditional game that can be extracted meaning is gobak sodor game . Planting strategy value gobak sodor characters in the game can be done in several ways , namely , direct appreciation , accustomed to doing , imitating the older and guidance of teachers and parents . Transfer value through gobak sodor game also has limitations such as limited land or compete with the modern game ( Siagawati , Prastiti and Purwati , 2007 ) Traditional games in addition applied to stimulate the character in early childhood ( both through education in schools and family education ) and alternative games for teens ( other than the modern game) , it also can be applied in teaching at both the level of elementary school up to the top level ( in various subjects ) . Application of traditional games in learning mathematics was able to develop social interaction , social norms and norms sosiomatematik . Thus the use of the traditional game in Exact learning will greatly help balance the social skills of students who have been considered less developed because too cool with numbers and count ( Wijaya , 2013 ).

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Social Conservation based on Nation Character Building Broadly speaking character education through traditional games can be done by taking into account a variety of factors important in the development of models of local cultural preservation . The strategy used by the two approaches , namely education ( cognitive , affective and psychomotor) and looking for a stimulant that can counteract the invasion of western technology (Susilo and Suroso , 2012) . Given that education is not just the responsibility of the manager or parent education course . But education is a shared responsibility of both parents , schools , communities and parents . Therefore, it is necessary synergy in the management of particular character education through the medium of the traditional game of Java.

THE CHARACTER EDUCATION DEVELOPMENT BASED ON JAVANESS TRADITIONAL GAMES Various efforts in the preservation of the value of local knowledge in the form of a traditional game has a lot to do, as well as efforts to develop character education through traditional games . The effort is already showing good results , although the response and enthusiasm of various parties concerned not so optimal . Needs to be done the next step as a character education development and conservation of traditional game further . As a form of seriousness in addressing this necessary cooperation among the various parties to manage . Can be started from parents , schools , communities and government and relevant parties need to perform a variety of roles and contributions are integrated . To undertake such development efforts can be initiated from any of the following. Inventory of traditional games in the local area So far inventarisation folklore activity area has been done by the observer of culture . Nonetheless special inventorying of traditional games are complete area is still rare. This happens because there are many assumptions that game inventorying activities traditionally considered less important activities and no visible benefits. Therefore , the local government in collaboration with a team of experts and the public can be a valid data on the traditional game anything contained in an area. Provide a description and extracting meaning from any traditional game Results of inventorying the traditional game is not so beneficial when stopped at a pile of data and only a row of the number of how many and what are the traditional games that have been collected . Therefore, it is necessary to follow-through activities provide descriptions ( philosophical and historical significance ) , and how the game was played correctly and what should be done . This activity is not easy to do , because most of the traditional game emerged from the customs of the people are hard of unknown origin . But at least through the previous literature search and information from community leaders and observers folklore needed information to provide a description of the traditional game can be done . Highlighting the characteristic value of each character of traditional games Easier to recognize than any traditional game , the next step needs to be done is to give emphasis on the value of the character of each traditional games that have been described are . Usually in one type of traditional games , have more than one value of the character . Nevertheless , most highlights character value that will be used as the characteristics of each of the traditional game. Making media accessible and easy to understand As has been done by previous researchers . In an effort to bring the traditional game on the next generation , they invented a software that can display a variety of traditional games in the modern game . The sophistication of the technology can be used to perform the traditional game development in doing character education for the younger generation . The media was quite effective to simply introduce on traditional games . But the media that have been made will be more effective when followed by action that is how children can apply directly the traditional game, so that the child will feel the impact of the character value delivered through traditional media such games .

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Proceeding of 4th International Conference on Education and Social Sciences Develop program to planning and implementation of traditional games The next stage is develop program to plan and implement the traditional game is to educate the nation's character . In this step can be done in two environments: Firstly, In the school environment. Application of traditional games in the school environment can be dealt with seriously by the government curriculum . Explicitly, the government can suggest to education managers to use traditional games as a medium of learning as well as educational media characters. Secondly, in learning activities in the classroom. Subject teachers perform media learning using traditional games in learning activity . Examples : dakon game can be used in the learning of mathematics . The ability of the child when playing the game dakon is child becomes easier to calculate , the child becomes able to interact with friends , exercise patience and thoroughness and others. Thirdly, in school activities. Traditional games can be done outside of school hours , for example through creative games or extracurricular activities . Through the race , making the higher the students' enthusiasm to learn more about traditional games In the family environment and society The government can engage the community to attend training / workshops on the role of traditional games in educating the nation's character . The involvement and support of parents and the community is considered very important . Common understanding of the importance of character education through the medium of the traditional game one of them will make the program run properly. Based on the understanding of parents and communities that have been acquired through training , will try to apply in socialization and education for their children both within the family and society , both in theory and practice play . Develop a program evaluation In an effort to determine the success of the program perform the evaluation . The evaluation can be done in several ways : (1) Using the information book / link books between parents , community and school education manager of child development; (2) Joint evaluation meeting between parents , community and education managers; (3) Reform means , in accordance with the findings for the supervision of children etc. Stages of development can be described in the following chart : Inventory of traditional games

Develop program evaluation

Provide descriptions and extracting meaning

Highlighting the characteristic value of each character of traditional games

Make media accessible and easy to understand

Make media accessible and easy to understand

Figure 1. Character Education Development Based Conservation Traditional Games Java (Nurul, 2015 )

CONCLUSION Based on the above explanation, it can be concluded that the character education for the next generation already is a must. Various efforts in doing character education has been much discussed and done. The key to success in educating the nation's character is by example. There are currently quite difficult to get a figure that can be used as an example, although such an effort to educate the nation's character must still be done even though not easy. One effort that can be done is to explore local wisdom in every area that is through the traditional game. Can not be denied the existence of traditional games (gobak sodor, egrang, dakon, engklek, etc.) begin to erode by the speed of modernization. Yet in each of these traditional games contained in a sufficient moral message. It is not surprising that the community as a cultural actors do not

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Social Conservation based on Nation Character Building know their own culture will linger. Therefore, it is necessary to the development of character education that comes from the value of local knowledge in this regard is through the traditional game.

REFERENCES Khasanah, Prasetyo and Rakhmawati. 2011. Permainan Tradisional Sebagai Media Stimulasi Aspek Perkembangan Anak Usia Dini. Jurnal Penelitian PAUDIA, Volume 1 No. 1, page (91-105). Mamlu‘atul Hikmah. 2012. Perancangan Game Tradisional Jawa ― Egrang‖ Bambu. Paper Presented in National Seminar of Tekhnology in 2012. Ruslin Badu. 2011. Pengembangan Model Pelatihan Permainan Tradisional Edukatif Berbasis Potensi Lokal dalam Meningkatkan Kemampuan dan Keterampilan Orang Tua Anak Usia Dini di PAUD Kota Gorontalo. Jurnal Penelitian dan Pendidikan, Vol 8 No 1, March 2011. Siagawati, Prastiti and Purwati. 2007. Mengungkap Nilai-nilai yang Terkandung dalam Permainan Tradisional. Jurnal Indigenous, Jurnal Ilmiah Berkala Psikologi. Vol 9 No 1 Mei 2007 page 83-95. Susilo and Soeroso. 2012. Strategi Pelestarian Kebudayaan Lokal Dalam Menghadapi Globalisasi Pariwisata (Studi Kasus di Yogyakarta). Jurnal Penelitian Bappeda Kota Yogyakarta. Vol 4 No 1, page 3-11. Sudrajat, Akhmad. 2010. Pengembangan Budaya Sekolah. Acessed by http://akhmadsudrajat.wordpress.com/2010/03/04/manfaat-prinsip-dan-asas-pengembangan-budayasekolah/ Wijaya Ariyadi. 2013. Permainan (Tradisional) Untuk Mengembangkan Interaksi Sosial, Norma Sosial dan Norma Sosiomatematik Pada Pembelajaran Matematika Dengan Pendekatan Matematika Realistik. Jurnal Pendidikan dan Pembelajaran, Vol 2, No 7, July 2013. Yuliana, E. Dewi. 2010. Pentingnya Pendidikan Karakter Bangsa Guna Merevitalisasi Ketahanan Bangsa. Jurnal Udayana Mengabdi, Vol. 9 No. 2, 2010 page 92-100. http;//ojs.unud.ac.id/index.php/komunitas/article. Access 11 December 2014.

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UNDERGROUND RIVER WATER MANAGEMENT MODEL IN KARTS REGION BASED ON LOCAL WISDOM Priyono, Arif Jauhari, Choirul Amin, Reksa Pambudi Rahman, Manzilina Nur Jannah, Wahyu Aji Wilyantoro Department of Geography, Muhammadiyah University of Surakarta ABSTRACT Karst environment is an area with very limited surface water resources. But even dry on the surface, karst region has potential water resources that located underground in form of underground river. Pucung village Eromoko District of Wonogiri located in Gunung Sewu karst areas inhabited 4,139 peoples always suffered drought in the dry season. This paper describes the model of management of the underground river water to meet water needs based on local wisdom. The model includes four phases of activities, namely: (1) exploration and research, (2) pre-lifting activities, (3) the lifting, and (4) post-lifting of water. Exploration phase includes speleological surveys, data collection of the cave mouth, springs and lakes. The form of local wisdom is gotong royong to lift water from underground river and community-based water distribution. Gotong royong include making the path to the mouth of the cave, underground river dam, installation of submersible pumps, building reservoirs and piping to the public. While community-based distribution of water carried by the organization "Tirta Goa Suruh" which is managed by the community itself. Team of the Faculty of Geography UMS provides assistance ranging from deliberation establishment of the organization, election management, organizational management, technical skills training to installation and use of vertical work and maintenance of equipment. This activity is in addition to completing the need for clean water in the dry season while providing cost savings residents to buy water with very significantly by 1,300 percent (from IDR 50,000/m3 to IDR 3,500/m3). Keywords: karst environment, underground river water management, local wisdom

INTRODUCTION Water resource distribution on earth is uneven both spatially and temporally. Therefore, the availability of water varies from place to place (there is an area that a lot of water but there is also very little water) and dynamic over time (in the rainy season while the abundant water in the dry season the water is very limited). Karst environment is an area that has very limited availability of surface water resources. The surface condition of the karst region is generally dry and critical. Surface water is only found in the lake of a comparatively very little. Pucung village Eromoko District of Wonogiri located in the Gunung Sewu karst region. Pucung village - as well as the villages in the Gunung Sewu karts area – has always shortage of clean water for daily use. Community efforts to meet the water needs have been done such as making rain water tank and make a basin around the lake after lake water began to recede. However, attempts have been made still sober and very dependent on natural conditions so that when the dry season arrives they remain short on water. Even at each peak of the dry season they have to buy water from the water tank truck from Yogyakarta, and even then there are long lines and scrambling to get it. Although dry on the surface, karst region has the potential water resources are located underground in form of underground river. Unfortunately the water of underground river in karst areas is still rarely used by the community. That's because the cost for lifting water from underground to the surface is relatively expensive. In addition, the terrain that must be traversed to reach the underground river is also very difficult. Therefore, the Faculty of Geography UMS trying to exploit the potential of underground water resources to meet the needs of water for Pucung villagers.

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Figure 1. The drought conditions in Pucung village. Left image: A child help her families taking water from the basin at the edge of the pond. Right image: Activities such bathing, washing and taking water in the pond (Research Documentation, 2009).

WATER SHORTAGE IN PUCUNG Pucung is located in the District of Eromoko, Wonogiri, Central Java province with a population of 4,139 inhabitants comprising 15 hamlets with a total area of 1732.1 ha, so the population density is 2.5 persons / ha. There are 7 hamlet in Pucung are always experiencing water shortages in the dry season, namely Hamlet Turi, Kangkung, Brengkut, Pule, Gundi, Jalakan and Mijil which has population of 1,940 people. Pucung location map can be found in appendix 1. Pucung livelihoods are farmers, while most of the other residents work in the civil service or private, teachers, builders (masons or carpenters), and employees. Average income per household is IDR 600,000/month. Most of them are still using wood around the house for cooking, and only some of them use gas for cooking, especially the upper economic class. Pucung residents who live in conical karst hills exposed to natural conditions that are difficult to get water. They meet daily water needs by taking water in the cave, springs, dolina, polje or other karst formations. Pucung residents, as part of the karst area in Wonogiri, generally build water tanks to store water during the rainy season. Whereas in the dry season, the water tank used to store water purchased from the water tank. According to interviews with several Pucung residents, the family bought about 4 to 6 tanks of water in the dry season. These needs vary according to the number of family members and social status of each household. Karst cave environment is a giant natural reservoir that can trap, collect and conserve rainwater that falls on it (Dibyosaputro, 1996). Therefore, one of the possible solutions to address the shortage of water in Pucung is exploiting the potential of underground river. Then, the search for the existence of underground river in Pucung is necessary so that the potential of water resources can be utilized to meet the water needs of the villagers. UNDERGROUND RIVER WATER MANAGEMENT MODEL This paper describes the model of management of the underground river water to meet water needs based on local wisdom. The model includes four phases of activities, namely: (1) exploration and research, (2) pre-lifting activities, (3) the lifting, and (4) post-lifting of water. The model described below. Exploration and Research One of the easiest ways to find the underground river is by doing caving. The caving is driven by Keluarga Mahasiswa Pecinta Alam (KMPA) Giri Bahama Faculty of Geography UMS. Caving conducted by KMPA Giri Bahamas developed into speleology survey. Speleology by Ko (1985) is the science of the cave and its environment. This environment is in form of limestone, sandstone, frozen lava flows, rock salt, gypsum rock, glaciers, ice, and so on. Various activities have been carried out in order to search the underground river in Pucung area among others: (1) Identification of the mouth of the cave, (2) Cave survey, (3) Mapping the location of the cave, (4) The underground river system survey The use of geography equipment and methods plays an important role in the success of this phase. Caving method guided by satellite imagery and topographic maps make the survey run efficiently. The effort eventually found an underground river in Goa Suruh corridor. It is the only cave that contains water.

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Proceeding of 4th International Conference on Education and Social Sciences The distance between the mouth of Goa Suruh to the underground river is quite far is about 300 meters. Moreover, pathways entry to the underground river was not easy. About 30 meters from the mouth of the cave, searcher met with the first hole that just enough entered by 3 people. Then, searcher must pass through the vertical lane 17 meters in length. The next lane is ramps, but not much later there is a vertical lane about 11 meters, only then reached the underground river. Measurements by Arif (2002) showed that the discharge of Goa Suruh underground river had at least 2 liters/sec with a constant flow throughout the year, so that at the height of the dry season the river is still flowing.

Figure 2. The discovery of underground river in the corridor of Goa Suruh. Left image: vertical field as high as 17 meters to the underground river. Right picture: underground river of Goa Suruh (Research Documentation, 2000).

Pre-lifting Activities After making sure that the water in Goa Suruh underground river is feasible for public consumption, since 2002 the research team carried out various activities in preparation for the lifting the water from underground river. Such activities include research, socialization, education, and advocacy for Pucung people. Furthermore, an attempt is made of water lifting from Goa Suruh underground river to meet the water needs of Pucung residents. In 2007-2010 disseminates information about the condition of the karst region to the village government and to the public through the media, slide show and movie. Socialization to assure the existence of underground river to the villagers conducted through images and videos. Even Ashari, Lurah of Pucung village, also come inside the cave and prove the existence of the river itself. In 2008 conduct training on caving and use of vertical equipment to some of the villages and the people who are interested. In 2009 held a dedication to manufacture Pucung Village Map. In 2010-2012 fundraising by seeking donors to finance the lifting water program.

The Lifting Faculty and student activists of KMPA Giri Bahama Faculty of Geography UMS together with Pucung villagers, local government and Dewan Dakwah Islamiyah Indonesia (DDII) central java region collaborate to implement the program of lifting water from Goa Suruh. The program includes several steps, namely: pre-employment surveys, underground river damming work, installation of electricity, plumbing and water pumps, underground river water lifting and manufacture of the tank; and molding the road to Goa Suruh.

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Figure 3. The construction of underground river dam was done by gotong royong of Pucung citizens and members of KMPA Giri Bahama Faculty of Geography UMS (Research Documentation, 2012). This water lifting effort cost IDR 600 million with contribution of 35% Geography UMS, 25% DDII Central Java, 20% Wonogiri Local Government, and 20% Pucung society. Water lifted successfully first time in January 2013, and the distribution of water began in March 2013. This program not only managed to meet the water needs but also provide very high economic benefits to the community. In 2012, the price of clean water was IDR 200,000 per tank with capacity of 4 m 3 (IDR 50,000/m3). The lifting water from underground rivers suppress price of water become IDR 3,500/m3. Thus, the success of these program is economically provide cost savings amounting to 1,300% (from IDR 50,000/m3 to IDR 3,500/m3).

Post-lifting The distribution of water that has been done in Pucung having some problems: first, poor pumping discharge so that the availability of water for the population is still lack; and second, the uneven distribution of water. Both these constraints give rise to new problems in the form of a social problem that is jealousy among the population. This happens in real form of revocation or destruction of pipes and opening the ball valve to flow into his place by a person who is not responsible. Removal or destruction of the pipe causing the loss of all parties as hampered the distribution of water for the community and swelling the operational costs for the management. While opening the stop valves are not on schedule causing suspicion among the population and disrupted the water distribution schedule. Constraints of water distribution in the Pucung eventually cause social conflict. The problem of lack of water availability solved by increasing discharge pumping with submersible pump replacement from 1.5 HP to 2 HP. These new pump increase the pumping discharge from 0.9 liters to 1.2 liters per second per second. The duration of charging stations with tank capacity of 12,000 liter using 1.5 HP pump takes 3 hours 42 minutes but when using 2 HP pump takes 2 hours 47 minutes. Thus, an increase in the capacity of the pump provides pumping time efficiency.

Figure 4. Left: Removing 1.5 HP submersible pumps. Right: Mounting 2 HP submersible pumps in Goa Suruh (Research Documentation, June 2014).

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Proceeding of 4th International Conference on Education and Social Sciences While the problem of uneven distribution of water caused by the less structured management, solved by the establishment of community-based organization named "Tirta Goa Suruh". PKM-M team from the Faculty of Geography UMS facilitate the establishment of such organizations ranging from the establishment of organization meetings, election of organization committee, organizational management training, to installation and use of the tool of vertical work and maintenance of equipment. In addition, PKM-M Team of the Faculty of Geography UMS also coached Pucung Youth Village in vertical work equipment, installation and use so that members of the Youth can become the next generation board Tirta Goa Suruh.

Figure 5. Left: Mounting the name board of organization by Tirta Goa Suruh chairman. Right: vertical job training to youth villages Pucung (Research Documentation, 2014). This community-based organization motto is "Clean water for a better life". This motto reflects a growing awareness that water availability is very important for a better life. This awareness encourages a spirit of cooperation by gotong royong to build better water resources management, especially considering the amount of available water in this region are very limited. The existence of "Tirta Goa Suruh" organization have made water distribution can be managed by a more fair and equitable so that social conflicts that arise can be resolved beforehand.

CONCLUSION The model of underground water management includes four phases of activities, namely: (1) exploration and research, (2) pre-lifting activities, (3) the lifting, and (4) post-lifting of water. Exploration phase includes speleological surveys, data collection of the cave mouth, springs and lakes. The form of local wisdom is gotong royong to lift water from underground river and the community-based water distribution. The lifting water from underground water is not only managed to solve the problem of water shortages, but also managed to provide cost savings of up to 1,300%. Future works: To keep the flow of water underground river maintained throughout the year it is necessary to reforestation in the surrounding land by planting trees in accordance by characteristics of the land there. To be more useful, the residents need to expand the use of water, not only for agricultural and domestic purposes (drinking, bathing, washing) but also for activities that can increase family income such as animal husbandry and other. ACKNOWLEDGEMENT Thanks to (1) KMPA Giri Bahama (2) Dewan Dakwah Islamiyah Indonesia (DDII) Provinsi Jawa Tengah; (3) Pemerintah Kabupaten Wonogiri; (4) Pemerintah Desa Pucung

REFERENCES Asdak, Chay, 1995. Hidrologi Pengolahan Daerah Aliran Sungai. Yogyakarta :Gajah Mada Universuty Prees Damayanti, Retno dan Untung S.R. 1996. Pengolahan Lingkungan Dearah Karst, Makalah Simposium Nasional II Lingkungan Karst. Jakarta:HIKESPI. Dibyosaputro, S., 1996. Perbukitan Batugamping Karst sebagai Pengendali Mutu Lingkungan, Makalah Simposium Nas. II Lingkungan Karst. Jakarta: HIKESPI-LIPI-DEP.HUT-MENEGLH. Giri Bahama. 2011.Caving, Materi Jungle Track XVIII. Surakarta: KMPA Giri Bahama.

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Social Conservation based on Nation Character Building Jauhari, Arif. 2002. Pendugaan Sistem Sungai Bawah Tanah Melalui Pendekatan Interpretasi Morfologi Dan Survei Speleologi Di Kawasan Karst Desa Pucung Kecamatan Eromoko Kabupaten Wonogiri. Skripsi. Fakultas Geografi UMS, Surakarta. Ko, Roby K.T., 1985. Speleologi dan Karstologi, Perkembangannya di luar negri dan kemungkinan pengembangannya di Indonesia, Makalah. Bandung: Puslitbang Geologi. Paripurno, E. T. dan Prasetyo, W. G., 1996. Taman Nasional Gunungsewu, Sebuah Usulan Untuk Konservasi Karst Dan Air, Makalah Simposium Nasional II Lingkungan Karst. Jakarta: HIKESPI – LIPPI DEP. HUT – MENEG LH. Priyono. 2014. ―Angkat Air Sungai Bawah Tanah Atasi kekeringan‖. Kolom UMS Bicara, Harian Radar Solo edisi 5 November 2014. Priyono. 2014. ―Mengelola Sumberdaya Air dengan Kearifan Lokal‖. Kolom UMS Bicara, Harian Radar Solo edisi 26 November 2014. Priyono, 2014.‖Pentingnya Pengelolaan Air Berbasis Masyarakat‖. Kolom UMS Bicara Harian Radar Solo edisi 5 desember 2014. Sudarmadji dkk. (Ed). 2012. Ekologi Lingkungan Kawasan Karst Indonesia: Menjaga Kelestarian Kawasan Karst Indonesia. Yogyakarta: Deepublish. Sutikno, 1996. Geomorfologi Karst Dan Pemanfaatannya Dalam Pengelolaan Kawasan Batugamping Karst, Makalah Simposium Nasional II Lingkungan Karst. Jakarta: HIKESPI-LIPI-Dep.Hut-Meneg LH.

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HOUSEHOLD LIVELIHOOD STRATEGIES BASED SOCIAL INTELLIGENCE FOR CONSERVATION THE SLOPE MERBABU GETASAN SUBDISTRICT , SEMARANG REGENCY 1)

Puji Hardati1, R. Rijanta2, Su Ritohardoyo2 Department of Geography, Faculty of Social Sciences, Semarang State University 2) Faculty of Geography, Gadjah Mada University ABSTRACT

Merbabu slope is an area of natural resource conservation . Activity population in the agricultural sector with the cultivation of crops has penetrated the protected area . This paper aims to explain the household livelihood strategies for conservation -based social intelligence in slope Merbabu . The analysis is descriptive. Households located on the slopes above the majority chose a strategy of diversification of natural harmony , intensification and extensification to lease land , while on the lower slopes choose non - agricultural diversification associated with the tourism industry . Various tourist attractions chosen based social intelligence to build character generation in order to conserve towards sustainable development. Keywords: household livelihood strategies , social intelligence , character generation conservation, sustainable development.

INTRODUCTION According to Mathus, in the 17th century, the population growth as well as food availability increased in accordance with the barometer line (Mantra, 2003). In 2013 the total earth polupation reached the number of 7.137 billion (PRB, 2013). The ecosystem imbalance has triggered exploitation of the natural resources to fulfill human‘s necessities and has caused environmental damage. The impact of human existence toward natural resources has been concerned as it has become a big problem for the environment. The increase of human needs in using the natural resources is also encouraged by the increase of the need as well as the use of natural resources always increases in accordance with population growth and motivation for welfare. On the other hand, there is a significant decrease of natural resources due to the excessive exploitation. As an illustration, the population of Indonesia in the last 50 years from 1960 until 2010 grows from 91 million to 235 million (PBS, 2010). During the year of 2010 there was a function shift of fertile land from agricultural use to non-agricultural use 141,000 ha/year. As the consequence, in 2014 occured natural disasters of landslide and flood in several regions. That condition indicated that in general humans tend to care only about themselves and think about short term planning. This fact is closely related with the low of household livelihood. The higher livelihood of individual or household, the wider and farther their projection of the future. The participation level of the society toward conservation is still low and this fact is found in almost all of the locations (Mulyadi, 2009). Livelihood strategies refer to ways chosen by the households in living their life (Ellis, 2000; Baiquni, 2006, Hardati, 2014). The livelihood strategy is chosen based on the social intellegence of each region which reflects the culture as well as norm values believed by the society so that social conservation might be formed. The social intellegence-based living strategy will encourage the occurance of a sustainable livelihood.

RESEARCH METHOD This paper is partly the result of the author‘s research for dissertation. The research took place in Semarang Regency in which the sample used to explain this paper is one of the 4 samle vilages located in Getasan District. Data required in the research included secondary and primary. The data collection method included observation, interview, and documentation. The collected data were then descriptively analyzed using spatial, environmental, and regional approach. Besides, other sources such as journal and other relevant sare also used to sahrpen and expand the discussion.

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Social Conservation based on Nation Character Building RESULT AND DISCUSSION This part explains the physical and social economy condition in the slope of Mt. Merbabu, the physical as well as social conservation, and social intellegence-based livelihood strategy. Those three points are explained in a row. The Physical and Social Economy Condition in the Slope of Mt. Merbabu Mt. Merbabu is an active volcano in Central Java Province which is situated on 3,142 meters above sea level—the highest mountain in Java Island. The volcano was formed around the age of tertiary and quarterly approximately 70 – 2 million years ago and stood at the same landscape with Mt. Merapi (Bemmelen, 1949). In terms of the morphology, the Slope of Mt. Merbabu (SMM) has been heavily erroded since thousands of years ago, forming steep backs of mountaneous range separated by deep abysses. Visually, such condition can be clearly observed from 1500 m asl to the peak, while the relief below it has changed into terrace of farm field and settlement. The Slope of Mt. Merbabu has rainfall rate at 2,500,3700 mm/year with temperature of 18.2 – 7.60C starting from 900 m asl to the peak. According to Koppen system, generally, in terms of the climate, regions in Java Island within the range of 900 – 1,300 m asl have the characteristics of tropical rain (Am), those within the range of 1,300 – 3,000 m asl have the characteristics of intermediate hot rain (Cf), while those above 3000 m asl have cold climate (BPS, 2014). Between 1938 – 1940‘s, the natural vegetations on the slope of Mt. Merbabu were dominated by kina trees, which were situated on 1,600 m asl, while areas lower than 1,000 m asl were used for coffee fields (Bappeda, 2011). Since 1960‘s until now, various horticultural plantations have been grown by the local society. Besides, the self-funded terrace system has been widely used in the farm fields. All those attempts are the living strategies chosen by the society to live their life. According to the land use map of the Slope of Mt. Merbabu, the conical peak of the mountain is used for conservation, the lower parts are used as the supporting area, further downhill areas are used for annual plantation fields, while the feet of the mountain are used for seasonal plantation fields. The settlement area lies in the bottom of the slope heading to the top. During the research (Hardati, 2014), the agricultural activities of seasonal plantation expanded to the supporting area, even almost reached the conservation area. This might happen because of the urge of human needs. This condition indicated that there was a pressure of the local society toward the land—hunger of land. Many efforts have been done by the society along with the local government to conservate the land, one of which is the farming trategy. Administratively speaking the area of the Slope of Mt. Merbabu used for the research is included in Getasan District, which consisted of 13 villages. Batur village was situated on the peak of the mountain. The average distance from the villages to the District Office was about 3.5 kilometers and nearly all of the villages has a good road access. The villages were situated in the southern part of Salatiga in the direction heading to Magelang. The roads in the villages were in a good condition, so that the area could be accessed from any drection. Also, four wheeled public transportations and vehicles were easily found in the area (BPS, 2014). The fertile soil condition and high accessibility of the area triggered an increase of the population. In the last 14 years the number of population of Getasan District increases from 45,240 in 2000 to 48,748 in 2013. During that span of years there was an increase of the population density from 687 people per kilometer square to 741 people per kilometer square. Most of the resident (67.76%) worked as dry land farmers. Economic facilities such as mini shop/store were also available in the area and the number also increased from 2 stores in 2000 to 98 stores in 2011, and increased again to 403 in 2013. This condition indicated that there was a social economic transformation among the society in the slope of Mt. Merbabu (BPS, 2014). The Conservation and Social conservation Conservation is derived from the word con (together) and servare (keep/save) meaning an attempt to keep/save what we have and to use it wisely. The idea was suggested by Theodore Roosevelt (1902), the first president of the United States of America who proposed the concept of conservation. Meanwhile, according Rijksen (1981), conservation refers to a form of cultural evolution when the conservation was not as good as it is now. Based on its definition, conservation means a collective effort to keep/save what we have. The ―collective‖ here indicates the value of universality or public domain. Thus, the responsibility might be compulsory. Conservation might also mean to use as much as possible the natural resources for as many as possible users within as long as possible time span (American Dictionary, 2015). Conservation is also a

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Proceeding of 4th International Conference on Education and Social Sciences management of biosphere usage by human in some way to generate as big as possible and sustainable benefit for the existing generation as well as keeping its potential to fulfill the need of the next generation (World Conservation Strategy 2015). However, saving/keeping is different from protecting or preserving. Conservation emphasizes more on using the natural resources of certain area for as much as possible users rather than preserving it. Regarding its definition, conservation is concerned more with the resources aspect in which humans are the users. However, the usage of the natural resources has to use the principle of conservation, in which the resources are used for as much as possible benefit for the existing and the next generation. Therefore, the exploitation has to be optimized without damaging the resources. Referring to the high conservation value (HCV) 5 and 6, there is a consequence that the values, which have been used since 1998, now include social and environmental values and attempt to promote the maintenance and the improvement of the two values at once (Colchester and Chan, 2013). Regarding its definition, conservation system attempts to protect the values of biological and ecologycal diversity as well as to respect the rights, traditional usage, traditional knowledge, and to ensure the participation in land use planning. Universitas Negeri Semarang (Unnes) in conducting conservation refers to 7 pillars, including biological diversity, green architecture and internal transportation system, waste management, paperless policy, clean energy, ethics conservation, art, and culture, and conservation recruiting cadres. University in conducting education, research, and public service is expected to hold on a concept which refers to the principle of conservation, including protection, preservation, and exploitation of the natural resources, environment, human resources, art, and culture (Regulation of Unnes Rector, No. 22 Year 2009). Besides, the strategic plan of Unnes 2015-2019 explains that the vision, mission, and goal of the university is to become an international conservation university which is healthy, outstanding, and wealthy. The conservation here includes sociocultural conservation as a response to the moral decadence of this country. Each faculty formulated this ultimate goal in their vision and mission. The faculty of Social Science is one of the eight faculties in Unnes which has the guideline of social conservation. Social conservation has a purpose to love, to look after, to protect, and to practice values and norms which are believed and held as the guidance for living in the society, nation, and country. It also serves as an attempt to build love among the family of the Faculty of Social Science in looking after, protecting, and practicing high values and culture which contribute to the improvement of sense of unity and togetherness among the faculty members to work together performing the tasks and responsibility, especially in building a civilized society. Social conservation is conducted based on two pillars: namely social intellegence and social wisdom. Social intelligence is meant to provide ability to recognize oneself and others including able to show empathy, intelligent, innovative, independent, tough, democratic, and cooperative. Social wisdom includes attitude and social behavior developed based on religious principles, such as trustworthy, wise, polite, tolerant, cooperative, simple, responsible, fair, human, and nationalis (IS Unnes, 2013). Those social conservation values are derived from values among the society, to be then implemented by students as well as all university members to public through Three Dedications of Higher Education including teaching, research, and public service. The resident of the slope of Mt. Merbabu is part of a society in general who use values contained in social conservation to choose household livelihood strategy. Social Iintellegence-based livelihood Strategy Livelihood strategy is a set of ways chosen by individuals or society to obtain a livelihood. Livelihood refers to ability, asset, and activities required to live this life (Scoones, 1998; Ellis, 2000, Rijanta, 2008, Baiquni, 2006, and Hardati, 2014). Baiquni (2006) explained that ability is not a talent; instead, it is a well-trained ability and conditioned through a series of training and life test. Rijanta (2013) explained that asset can be either tangible or intangible, both of which can be better when supported with possessed and long-developed social intelligence. Social intelligence is one‘s ability in interracting with and understand others. The concept of social intelligence is developed from a concept proposed by Thorndike (in Goleman, 2006) who explained that social intelligence refers to ability to understand and anage others either male or female. Furthermore, it is also explained that social intelligence is defined as one‘s ability to understand others and how one reacts to various situations. Social intelligence is a set of skills which allow us to interract better with others. Buzan (2002) stated that one with good social intelligence will be able to communicate with others with both his brain and his body language. This individual is able to read other‘s body language and to listen to others for having a successful life.

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Social Conservation based on Nation Character Building So, according to the definition, social intelligence is defined as one‘s ability to interract, make friend, understand, and cooperate with others in various situation using his social skill. Social intelligence will make an individual comfortable to be among anyone with different background, age, culture, or social as well as make them comfortable. Social intelligence possessed by an individual or household could be used as the consideration to choose the best living strategy to conduct conservation in the slope of Mt. Merbabu. Conservation performed by the households includes activities done by seller group, neighbor group, and artist group. Especially to protect farm fields in the slope of Mt. Merbabu, the farmers conducted three types of living strategy: nature-friendly, combination of worker intensification and farming method diversification, and farm field extensification. Non-farming livelihood strategy was chosen through diversification associated with tourism. Households collaboratively gave services to tourist by renting house or guest house in which the tourists stay together with the house owner. The owner provided traditional meals and standard facilities for the guests. Every household created the menu with their own creativity, yet still pay attention to the local values. The activities were done together in certain order to make sure everyone got the profit. Besides, every village had local cultural heritage packaged as cultural performance held in the Kopeng tourist resort (Hardati, 2014). In conducting farming activities, irrigation had been the problem most frequently faced by the farmer. In rainy season, high rainfall could fulfill the need of water, yet often caused physiological problem, insects, and pathogenical diseases to the plantations. Meanwhile, the problem faced in nonagricultural sector, especially tourism, is the availability of capital, especially the buman resources. Only a few of the resident could process the local farming products into ready-to-sell product/souvenirs for the tourist. In this case, social intelligence of the household became an integral part of their social asset to reduce the obstacle and to support the living strategy so that it will be more easily performed to create a sustainable livelihood.

CONCLUSION Environment is a collective property in which its existence and quality need to be maintained so that it can be used as much as possible until the next generation. Humans are the most perfectly created creature, so that they are given responsibility to take care of the nature, in this case is the slope of Mt. Merbabu. Conservation performed by the local households included conservation of the natural resources through farming activities, for instance by using combined-in-turn planting method or nature-fiendly diversification. Social conservation was conducted in non-agricultural activities by forming farmer group, artist group, and cultural performance in tourist resorts. Social intelligence developed by the household will help them in choosing the best livelihood strategy to have a sustainable livelihood. Moral responsibility needs to be planted to every individual through social intelligence so that social conservation will be able to support the conservation pillars. Social responsibility became the duty of all the members of the societ. Therefore, social intelligence will be the foundation of conservation values given to all of them either through formal or informal education to build a noble nation. This goal will be more easily accomplished through the development of social intelligence-based conservation villages.

REFERENCES American Dictionary. http://dictionary.cambridge.org/dictionary/american-english/diunduh 4-3 2015 Badan Pusat Statistik (BPS). 2014. Kabupaten Semarang Dalam Angka. Semarang. BPS. Badan Perencanaan Pembanguna Daerah (Bappeda). 2011. Rencana Tata Ruang Kabupaten Semarang. Semarang Bappeda. Baiquni, M. 2007. Strategi Penghidupan di Masa Krisis. Belajar dari Desa. Yogyakarta. IdeAs Media. Colchester, M and S Chao. 2013. Protokol Pemantauan Untuk Kawsan Nilai Konservasi Tinggi 5 dan 6. Colchester and S Chao. 2013. Conflict or Consent? The Palm Oil Sector at a Crossroads. Forest Peoples Programme And Sawit Watch, Bogor. Fakultas Ilmu Sosial (FIS). 2013. Pedoman Konservasi Sosial. Semarang. FIS UNNES. Goleman. D. 2007. Social Intelegence: Ilmu Baru Tentang Hubungan Antar Manusia. Jakarta: PT. Gramedia Pustaka Utama. Hardati, P. 2014. Pola Keruangan Keterkaitan Sektor Pertanian dengan Non-pertanian dan Konsekuensinya terhadap Strategi Penghidupan Rumahtangga di kabupaten Semarang. Disertasi. Yogyakarta. UGM.

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Proceeding of 4th International Conference on Education and Social Sciences Mulyadi, A. 2009. Pengembangan Sumberdaya Manusia dalam Mendukung Program Konservasi Segara Anakan Laguna Segara Anakan. Jurnal Geografi “GEA‖ Vol. 9 April 2009. Population Reference Bureou (PRB). 2013. World Population Data Sheet. Whasington DC. USA. PRB. Rijanta, R. 2008. Livelihood Strategies, Response to the Crisis, and the Role of Non-agriculture Activities in Five Villages in the Special Region of Yogyakarta. Dalam Rural Livelihood Ressources and Coping With Crisis in Indoensia. ICAS Population Series. Edited by Milan J. Titus & Paul P.M. Burges. Vol.3, P:153-176. Amstersam University Press. Risman, A.S. 2011. Conservation Outcames and Social Relation:A Comparative Study of Private Ranchland Conservation Easements. Jurnal. Social and Natural Resources. 01-16-2011. World Conservation Strategy, https://www.google.de/search?q=world+conservation+ strategy+ppt?trackid=sp006#q= conservation+strategy+ppt+diunduh 4 maret 2015). UNNES. 2009. Peraturan Rektor Unnes, No. 22 Tahun 2009. Semarang. UNNES. UNNES. 2015. Rencara Strategis Universitas Negeri Semarang 2015-2019. Semarang. UNNES.

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Social Conservation based on Nation Character Building

BUILDING MARKET, MAKING REGULARITY?: RELATION BETWEEN STATE AND MARKET IN SEMARANG MUNICIPALITY Putri Agus Wijayati Department of History, Faculty of Social Sciences, Semarang State University ABSTRACT This article will expose a state‘s role in the management of market in Smarang municipality, in the context of a building market policy as a factor in modernization and to increase pedlar‘s prosperity. However, a reality just raises some problems as uncomparable between people and space inside. The growth of municipal markets is not a problem for the local government, but the problem is chaotic pedlars. This condition leads to an uncontrollable market, that related to the density of population. The population that accommodated in the market is uncomparable to the existing space. Keywords: market, regularity, state

INTRODUCTION In the state is stable, the market must be regulated well Marked playes a significant role in the country Without market, economy will be stagnant Without a permanent space, the trader will loose Unknown by buyer, unvisited by profit. (Kuntowijoyo, 1994: 254).

The above quotation is a narration of Kuntowijoyo‘s novel to prove market‘s and state‘s role (Kuntowijoyo, 2004: 24). The narattion describes clearly the first, existence of controlable market has a close relation to the state‘s apparatus to manage a public service, as a parameter here is market. The second, more extensive, a significance of market is a prime indicator for a state‘s economy. It means that market as a dinamyc and vitality symbol of economy has a great effect on the city‘s growth. A city‘s progress, after its quantity and heterogeneity of population, is under influence of its dynamic markets. But, a dead market signs a decrease of community (Republika, 17 November 2012). Along with the description, Evers states that market is a symbol of a city; going to the market is an important step and finding a silent market shows a danger. It means the crowded market indicates a progressive economic activity of people. Nevertheless, in another condition, as the market is uncontrollable or even the traders expand to the trotoir, it proves as a backwardness. A term that borrowed from Hart (1973) as an informal sector, is explained by Kartini Sjahrir as a group that never having exchange position. The trader who has no permanent space, according to Wirosardjono, seen from the context of space, has been identified with an image of deprivation over public spaces (Wirosardjono, 1985: 8; Tjiptoherijanto, 1989: 29-35). The irregular traders or uncontrollable in municipal market always are seen as a hindrance for cleanness, healthy and a beautiful of city. Not exaggeration to borrow Kuntowijoyo‘s imagination in the above quitation as a ideal reality, the market has a subjective function ―to do what should happen‖ in the context of market management by the state. As a reality, is it impossible to implement a state‘s policy to make some regular markets in Indonesian cities?

RELATION BETWEEN STATE AND MARKET One of state‘s roles over management of market can be seen in the context of Semarang city. State‘s participation in managing ―traditional markets‖ (Sudrajat, 2009) in 1970s was done through her developing policy. In history, there was no an attribute of traditional or modern market. Until this time, it has never been someone who went to Pasar Johar, said that ―going to traditional market‖. It means that the market has a same function. A term of traditional or modern for a market as an idenfitication shows any change. The old market with her minimal infrastructures, uncontrollable traders and irregularity was known as a traditional one, meanwhile a market with a picture of cleanness, order and regular was known as a modern one.

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Proceeding of 4th International Conference on Education and Social Sciences A policy for building market is a step taken by the municipality of Semarang to accommodate many traders to do their activities outside or around the market complex (Suara Merdeka, 1977).Ironically, a policy to build a market for the traders integration into a single complex to accommodate them, even drives them outside or forces then to pedle along the gangs inside the market. It worses an irregular condition that signed by an irregular and unorder of traders. The problem of municipal market is motivated by an increasing number of traders. Their crowd has a close relation to a problem of urban unemployment. The condition has a share in the complex problem of municipality, because the local government can not accommodate them for opportunity. For the markets, they can not accommodate all traders‘ pressure especially from informal economic sectors (pedlars, retailers, junkmen) (Simanjuntak, 1985: 46, 50). In this context, the municipal‘s policy in modernizing her market can not solute the problem. Backed by another fact, it seems that a development policy and strategy for modernization of market in overcoming irregularity can not accommodate the traders (Suara Merdeka, 1976). The insubordinate of many traders is a proof that the municipality of Semarang fails in her task to manage the market traders over her service branch. The traders‘ waywardness to pedle in the designated places shows the state‘s fail in her policy. She can not do anything in handling the traders (Suara Merdeka, 1977: 6). ―…Problem of small pedlars, the Semarang city has a great number of them and dispersed among the markets as Peterongan, Dargo, Johar, Bulu and Karangayu. They pedle outside the market, because of an easy acces for the buyers. If an official comes, they will disperse into the complex. A small style of trade in Semarang: a small pedlar, junkman, always pays any retribution, but they are an easy victim to be driven out‖.

The above quotation shows that a strong country can control its market, it means limited to taking a retribution as income. But she is weak in managing her market. Irregular traders are classified as an informal or nonformal sector, or ignored as ―nonexistence‖ by civil service (Hadad, 1984: 2; Sutrisno, 1985: 53). Sometime, they have to pay a retribution but sometime they will be driven out by the market officials as a state‘s representative. As Soetomo said, in a process of city space modernization, Johar market that built in 1937, expanded with a Kanjengan complex in 1970s, growths as a irregular complex of market with her shopping model. Why is it happened? Because a traditional market is still interesting for the pedlars of ―informal traders‖ in the sake of modernization (Soetomo, 2013:102-103).

―CONTRACTOR‖ OF MARKET The condition has a long background. It can be traced to VOC period that contracted (pacht) some Chinese traders for the market (Williams,1956: 375-376; Rush, 1983: 52-64). Unlimited to markets, the Chinese contracted some monopoly of tol gates. The retribution of tol gates was collected as a tax over native‘s production that brought for handling to the market. Market‘s retribution was contracted as a natural phenomenon, because Company‘s interest over the market was limited to collecting some taxes. For the sake of it, the retribution was contracted yearly (Poensen,1882:12;Giap,1989: 162-163). In this case, the Chinese as a financial actor was chosen by Company as contractor (Gie, 1936; Vlaming, Jr., t.th.; Wijck, 1866; Wijayati, 2001: 35). Contractor of market had to keep all cleanness, order, market lodges and collecting a retribution over some merchandises. Every people, seller as well as buyer, had to pay a such retribution to the contractor. Even, cleaning the market was a compulsory labor for native. This condition continued to the middle of nineteenth century, as ―tax over market and stall was abolished‖ by the Dutch government for all Jawa and Madura (Stbl.1851 № 73). Governor General Duymaer van Twist was a famous figure for this regulation. A building program of market in the early 20th century was a colonial phenomenon. Semarang as a gemeente in 1906 got some authorities to manage municipal infrastructures, including market and its infrastructures. Status of gemeente was an implementation of decentralization policy in 1903 (Purwanto, 2004:125-136) that following the Etis policy to establish Semarang as one of colonial gemeente like Batavia and Surabaya (Wertheim, 1956: 86-89). The colonial government realized seriously a significance of market for the native and as a middle for sympathy. Almost every place of trade had a market. Market was a crucial center for business that being regulated in all aspects. In her early days, the municipality of Semarang discussed an opportunity for market reorganization. De Locomotief proclaimed how to manage a greates market like Johar as a productive for the municipality without a new burden for people. The market costed f 18.000 (de Locomotief, 1907). It contained 240 stalls with scale 5 M2. Every stall needed f 75 of ―right owner of market‖. The municipality sold 240 stocks or f 75 to own all stalls and complex. If a stall was rented with f 2,5 a month, the yearly income reached f 7.200 while the rent 6% over the total would give f 1.080. From it, the municipali-

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Social Conservation based on Nation Character Building ty paid loon of market manager and cost for keeping it. The rest flowed into the municipality‘s cash. The income was paid by native‘s retribution. One of member of Municipal Council, Hoffman, de Locomotief said, in his visit to Buitenzorg, had an opportunity to visit a market in this city. Markets in Buitenzorg, according to Hoffman, were regulated by Assisten Resident Einthoven with a new model. A good market would be a progress for a city in Europe, as the municipality‘s rapport. The progress of market would give any direct advantage for the municipality. It increased and produced a good condition as a such market was given to municipal council (Lulofs, Tijdschrift voor Het Binnenlandsh Bestuur, 1914:298). It was a state‘s intervention into market management. After that, another motivation for state‘s intervention was a private market that owned and managed by private. Private market in Semarang was managed by a rich man and a retired native official. The municipality did nothing for cleanness and healty of market (Verlag van den Toestand der Gemeente Semarang over 1915: 249). The consideration was a reason to build market as a pillar of city‘s economic structure. The urban phenomenon had a basic in the municipality, namely a ruler inside. In this contex, Milone labeled a status for colonial municipality as identic with European Enclave (Milone, 1986: 19-20). It means that gemeente guaranteed many Europeans people as a factor to influence over city modernization (Basundoro, 2013: 8). Beside a regular market, they were an important source of income for the municipal (van Hasselt, 1929: 955). Public health and cleanness was a agenda in Semarang after the status of municipality came. It was confirmed by Henry Freerk Tillema as a member of the municipal council with his humanism idea toward the native people. The municipality had a condition for the expansion according to Thomas Karsten. W.J. Ketjen in his decentralization rapport said that the council was busy with preparation of market regulation, to answer some basic questions about the healthy market as fit as modern condition (Nas, 2007: 575). Market was a government‘s problem, especially in modern cities. The problem was irregular market in the urban environment. As the city does lead to the modern, the conditions for it must be fulfilled as a cleanness, healthy, progress and order. If the market was clean, not only for the sake of native people that traded inside, but also for Europeans. The municipal council applied a Western standard in this city, as its concern: (1) to make a regular, order and beautiful city; (2) increasing an awareness about the cleanness. Its orientation lead to a healthier condition for Europeans as well as native population. Therefore, the municipal wanted to create an ordered, regular, clean and health markets. So, if the markets were such ideal, it would increase a living quality in urban. The idea had a relation to how Europeans worried about unhealthy market. They had an interest to prevent a plague coming from a dirty market, as H.F. Tillema said about unhealthy kampongs in Semarang. It was an aspect in the municipal consideration to build a market. The municipal modernization was a determined factor that influenced over market in Semarang as an example for some markets. Since 1906, there was an idea that market would be managed by a state institution, namely gemeente. For collecting the retribution, state‘s interest was not limited to colonial phenomenon. Some studies on the state‘s interest in market retribution were made by Nastiti,Sutopo, and Sutjipto. From them, a narration was taken that a collecting of retribution was traditional institution‘s taks. But they did not mention about how to manage markets for a healthy, order, clean, and beautiful. Market is more identic with a part of native‘s life because its transaction was interesting for the native. For them, the most crucial one was a place for meeting, for transaction. So, awareness on the market‘s clean and health was unimportant. J.S. Furnivall mentioned about traditional institution‘s control over market (Furnivall, 1944).

CONCLUSION As market was taken over by gemeente, at that time it was a part of state‘s institution. Because in the establishment of gemeente it was regulated that road, lighting, trench and market were under control of gemeente. The state‘s intervention began to break her limits. Why was it happened? People without market can be exist. After the state‘s intervention, it had to be expanded and renovated following the city‘s increasing population and industrialization in Semarang that forcing some expansion of markets. Relation between state and market can be seen in the colonial period of central and gemeente level. In gemeente, it was any structure known as passerwezen or market institution that regulating business of market. Inside market, some traders appeared and market as an institution accommodated them. The state could not contact directly with the traders, but over an institution of market. This institution managed some municipal markets through its staffs. The staffs were representatives of the state as manager. Inside the management, it could be found who the market staffs were. The top was an European, while the natives took a subordinate position in the structure.

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Proceeding of 4th International Conference on Education and Social Sciences REFERENCES Basundoro, Purnawan, Merebut Ruang Kota: Aksi Rakyat Miskin Kota Surabaya 1900-1960an, (Tangerang Selatan: Marjin Kiri, 2013). Evers, Hans-Dieter, ―Globalisasi dan Kebudayaan Ekonomi Pasar‖, Prisma, №.5, Th. XXVI, Mei-Juni 1997. Furnivall, J.S., Netherlands India: A Study of Plural Economy, (Cambridge: Cambridge University Press, 1944). Giap, The Siauw, ―Socio-Economic Role of the Chinese In Indonesia, 1820-1940‖, dalam Angus Maddison & Ge Prince, Economic Growth In Indonesia 1820-1940, (Doldrecht – Hollanbd – Providence USA: Floris Publications, 1989). Hadad, Ismid, ―Paradoks Pertumbuhan Kota‖, Prisma, 1984, №.6, Th.XIII. Hart, J.K., ―Informal Income Opportunities and Urban Employment in Ghana‖, Journal of Modern Africans Studies, Vol11, 1973. Kuntowiojoyo, ―Sejarah/Sastra‖, Humaniora, Vol.16, №.1 Pebruari 2004. Kuntowijoyo, Pasar, (Yogyakarta: Bentang Intervisi Utama, 1994). Lulofs, C., ―Pasarinrichting en Pasarbeheer met Bouwplan en Bijlangen‖, Tijdschrift voor Het Binnenlandsh Bestuur, Zeven en Veertigste Deel, (Batavia: G. Kolff & Co. 1914). Milone, Pauline Dubline, Urban Areas In Indinesia: Administrative And Cencus Concept, (Berkeley University of California, 1986). Nas, Peter J.M. dan Kristen Theuns, ―Semarang, Apakah H.F. Tillema Seorang Suradara Perubahan Kota?‖, dalam P.J.M, Nas, Kota-Kota Indonesia: Bunga Rampai, (Yogyakarta: Gadjah Mada University Press, 2007). Nas, Peter J.M., ―Asal dan Perkembangan Kotapraja Perkotaan di Indonesia‖, dalam P.J.M, Nas, Kota-Kota Indonesia: Bunga Rampai, (Yogyakarta: Gadjah Mada University Press, 2007). Nastiti, Titi Surti, Pasar di Jawa Pada Masa Mataram Kuno Abad VIII-XI Masehi, (Jakarta: Pustaka Jaya, 2003). Poensen, C., ―Naar en op de Pasar‖, dalam Mededeelingen van Wege het Nederlandsche Zendelinggenootschap, Th. ke-26, 1882. Purwanto, Bambang, ―Antara Sentralisasi dan Desentralisasi: Ekonomi dan Otonomi dalam Realitas Sejarah‖, Lembaran Sejarah, Vol.7, №.1, 2004. Rush, James R., ―Social Control and Influence in Nineteenth Century Indonesia: Opium Farms and The Chinese of Java‖, dalam Indonesie, 5e Jg. April 1983. Simanjuntak, Payaman J., ―Penganggur dan Setengah Penganggur‖, Prisma, 1985, №. 3, Th.XIV. Sjahrir, Kartini, ‖Sektor Informal: Beberapa Catatan Kritis‖, Prisma, №.6, Th.XIV, 1985. Soetomo, Sugiono, Urbanisasi & Morfologi: Proses Perkembangan Peradaban dan Wadah Ruangnya Menuju Ruang Yang Manusiawi, Edisi 2, (Yogyakarta: Graha Ilmu, 2013). Staatsblad van Nederlandsch Indiё 1851 № 73 Sutjipto, F.A.,―Beberapa Tjatatan Singkat tentang Pasar-pasar di Djawa Tengah (Abad 17-18)‖, dalam Buletin Fakultas Sastra dan Kebudayaan, 1970, No.3. Sutrisno, Lukman, ―Membahayakan, Kerjasama Massa Periferal Dengan Intelektual‖, Prisma, 1985, №.11. Sutopo, Riboet Darmo, ―Hubungan Tanah Sima Dengan Bangunan Keagamaan di Jawa Pada Abad IX-XIV, Disertasi dalam Ilmu Arkeologi, UGM Yogyakarta. Tjiptoherijanto, Prijono, ―Sektor Informal Perkotaan dan Masalah Lapangan Kerja‖, Prisma, №.5, Th.XVIII, 1989. Van der Wijck, H., De Nederlandsche Oost - Indische Bezittingen, Eerste Afdeeling: ―Belastingen‖, (‗s-Gravehage: Martinus Nijhoff, 1866). Verslag van den Toestand der Gemeente Semarang over 1915-1919 Vlaming, Jr., J.L., Het Chineesche Zakenleven in Nederlandsch – Indiё, (Uitgave Volklectuur, t,th.). Van Hasselt, J., ―Enkele Opmerkingen Betreffende het Passarwezen‖, dalam Locale Belangen, XVI, 1929. Williams, Lea E., ―Indonesia‘s Chinese Educate Raffles‖, dalam Indonesie, 9e Jg. Oct. 1956. Wirosardjono, Soetjipto ―Pengertian, Batasan dan Masalah Sektor Informal‖, Prisma, №.3, Th.XIV, 1985. Wijayati, Putri Agus, Tanah dan Sistem Perpajakan Masa Kolonial Inggris, (Yogyakarta: Tarawang Press, 2001). Wertheim, W.F., Indonesian Society In Transition: A Study of Social Change, 2nd edition, (The Hague-Bandung: N.V. Uitgeverij W. van Hoeve-Sumur Bandung, 1956). Surat Kabar: Tijdschrift voor Het Binnenlandsh Bestuur, 1914: 298). ―Indische Passers‖, de Locomotief, Het nieuws van den dag voor Nederlandsch-Indie, 27-06-1907. ―Kebutuhan Pasar Bagi Semarang Baru 50 %‖, Suara Merdeka, Jumat, 10 Juni 1977. Suara Merdeka, Sabtu, 2 Juli 1977. ―Pasar Di Daerah Perluasan Diperintahkan Diisi‖, Suara Merdeka, Selasa, 3 Januari 1978. Suara Merdeka, Jumat, 17Juni 1977. Sudrajat, Ihwan, ―Rekonstruksi Pasar Tradisional‖, Kompas, 16 Juli 2009 Saidi, Zaim, ―Menghidupkan Hari Pasaran‖, Republika, №. 303, Th.ke-20, Sabtu, 17 November 2012.

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THE FALL OF “BOURGEOIS” MIDDLE CLASS TRADES MUSLIM IN JAVA R. Suharso Department of History, Faculty of Social Sciences, Semarang State University ABSTRACT More than five decades ago when observing the symptoms of middle-class Muslim traders in Mojokuto, Clifford Geertz revive discussion on the role and existence of the bourgeois middle class Muslim traders in Java. According to Gertz Islamic group was the most potential students and have certain values to develop into a strong group and independent entrepreneurs. Native bourgeois class that existed before Indonesia's independence was expected to be the core of the middle class that are necessary for the development and renewal of social, economic, and cultural. Every city in Java has a colonial period there is always middle class borjuid Muslim traders, for example in the area of Kota Gede, Kudus Kulon, Pekajaangan and Karang Kajen. But Geertz forecasts about the possibility of the middle class Muslim traders become agents of change and sources of modern entrepreneurship in the future is not evident, especially apparent after Indonesia became independent bourgeois middle class merchant Java muslin collapse. Keywords: Disrepair, Muslim Bourgeois Java

INTRODUCTION By the middle of 19s, the indigenous bourgeoisie remained dull, despite the colonial economy grew passionate. China has more powerful business. Indigenous middle class only by the ruling class of bureaucrats, ranging headman assistants, assistant Wedono, until the governor and Kanjeng regent. In Java, outside Vorstenlanden (core area of Mataram kingdom) practically all controlled regent Netherlands. Most of them, especially the regent and district officer, has been paid and only a few have appanage, land and farmers who have the obligation to serve the master. Policies Governor Raffles (1812-1818) who gives a gift of land to native rulers change to almost nothing left. Unfortunately, as written by Richard Robinson (1993) cites historian Onghokam, native rulers do not really bother with the appanage. They are more fun to receive a salary, plus tax tips and commission trade in agricultural products. For those people caring is noble more than the business. Therefore many priyayi could accumulate capital to enlarge the assets. Children and grandchildren are also reluctant to trade. They prefer to professional path, become a doctor, engineer, lawyer or the government of the Dutch East Indies. While continues to persistent trade is "Bourgeosie" indigenous merchant muslim. After that they, incorporated in Sarekat Islamic Trade in 1912, and build cooperative and called for a boycott of Chinese products. Sarika is driven figures such as Haji Samanhudi, HOS Cokroaminoto, and some of other figures that are generally of the textile and batik entrepreneurs. But until the Dutch lift the foot, indigenous entrepreneurs have no time for reinforce themselves with modern machinery. Their efforts are still relatively traditional (Kuntowijoyo, l991). Even if there are figures that came out of the press from white rulers and the rulers of China, he is Nitisemito, merchants from the city of Kudus, exactly in Kudus Kulon Central Java. Nitisemito managed to build a clove cigarette business with modern machines. In the 1920s he had nearly 10,000 workers. Nitisemito first indigenous entrepreneurs who promote cigarettes branded "Bal Three" with a retractable banner at Semarang aircraft at the time (Alex Sumaji Niti Semito, l980). Nitisemito which has a great work ethic comes from the Kudus Kulon. Kudus Kulon society since ancient times engages in the field of trade, history has recorded that they are middle-class community of traders muslin that has been independently since before colonial come to Indonesia (Graaf, 1986; Castles, 1982). Until Indonesia became independent in 1945, Indonesia does not have a strong indigenous bourgeoisie. Then, economics experiments from political regime running freely. The economic agenda has changed and without continuity. There is no middle class indigenous as a counterweight and Chinese merchants only work in the field of business. Beyond that, more than five decades ago when the observed symptoms Modjokuto entrepreneur class students one small town in the valley of the river Berantas, Cliford diskudi Geertz has revived the role of an existence of a middle-class Muslims in Indonesia (indigenous bourgeoisie). According to Geertz (1963) Islamic group is the most potential students and have certain values to develop itself into a group that is resilient and independent entrepreneurs. This group is expected to be the core of the middle class that are necessary for development, social reform, economic, political and cultural. Actually, not only in

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Proceeding of 4th International Conference on Education and Social Sciences Mojokuto, in every city in Central Java and East Java are among artisans native merchants, who concentrated on Kauman, they average diligent and tenacious when compared with the general population. Piety and Obedience diverse is very different from the society in general. This exclusive community engaged in the batik industry, clove, and silver. The role of the Muslim middle class and make configuration of local socio-cultural form somewhat deviates from the domination of civil servants or the priyayi in general. For Geertz, in his work "Peddlers and Princess: Social Change and Economic Modernization in Two Indonesian Town" (1963) there is a relationship between the religious experience of the students with behavioral economics so as time goes on influence the economy can be spread from the exclusive to society in general. This is happening in the Kudus City. But Geertz forecast about entrepreneur of muslim middle class will be able to survive and be a resource for entrepreneurship and modern economy that will come is not proven at all. If we look the history of the past, the development of a middle class in Indonesia after independence is of class abangan and priyayi who coopted the new order of the state bureaucracy. The economic during the new order era conditions not profitable. Development traditional efforts of the students become increasingly large industrial, capital-intensive and advanced technology in addition to the outbreak of the economic rent, also collusion nepotism. For example, traditional batik business can not stand the competition of new coloring process. It can be said that the growth inhibition and development efforts Muslim middle class is not just cultural patrimonial value. Bazaar system irrational but also structural factors do not allow. This class of students compete against foreign powers and the power to multi-national private sector and the state gets a monopoly in the New Order. Coalition between the bureaucracy of the new order with the middle class, including the Chinese commerce industry continues to color the history of the New Order. According Aswab Mahasin (1995), it seems that the projected Bazaar economy is also growing Geertz not transform itself and transform into the economic model of the firm or CV. The other way students community entrepreneurs (like in the Kudus Kulon) instead send boys and girls to modern school and through it they pushed their way into the middle class government bureaucracy. Therefore, according to Aswab Mahasin (1995) This was not a transformation from economy to a modern economy Bazaar but pemborjuisan children kaums santri or priyayi santri. If look back to the history of the New Order, the birth of the middle class to middle class students of modern bureaucracy is a relatively. Although they also do not appear to be having a political force that has a strong economic base. According Aswab Mahasin (1995) a middle stratum formed from layers of the people who originally they emerged from student movement student activists ahead of the collapse of the Old Order, but half a decade later they suddenly come in the elite bureaucracy being a professional in college. They even became official in urban areas into a layer called as the pay as the Japanese samurai far from the connotation of the bourgeoisie. Symptoms entry from students into modern sectors was so surprising. These symptoms obscure old stereotypes regarding this sub-culture. They used to be described as the children of farmers or small traders who comes across socio-economic system traditional Bazaar with resilient characteristics, saving, and persistent compete in the free market and not familiar with the bureaucracy. They actually inherited ideals indigenous bourgeoisie layer formation. This is a social group described what is often will become the basis for industrialization even democracy in Indonesia but this picture as predicted by Geertz (1963) has never been proven and become a reality. A community of students never emerged as a force indigenous bourgeoisie. Until the independence of Indonesia in 1945, Indonesia has a strong indigenous bourgeoisie and not actually exist, economic experiments by political regimes run more freely. economic agenda is easy to change, without continuity because no indigenous middle class which is balance Chinese merchant obviously can not take this role. They are communities of merchants, artisans, indigenous entrepreneurs in the early years of the twentieth century belonging to the Islamic Trade Sarikat often referred to as the middle class in Java. Because of their economic activity and politic controller against the colonial government and is the embodiment of the values of entrepreneurship in the true sense, but the heyday of the middle class is ended with the fall of the Dutch colonialism in Indonesia. Wars, revolutions, and political and economic headlong has eliminated four entrepreneurs reclaim the middle class economic of the indigenous economy in the past. Perhaps that is why, middle-class discourse that is so prevalent throughout the first half of the decade of the 1980s more political connotations. Always in every conversation in the middle class always emphasis on the aspects of his role rather than criteria for the middle class itself - the role and even then raised always politics. So this paper intends to roll back the spirit of the discourse on Muslim middle class in Java in perspective theory social.

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Social Conservation based on Nation Character Building ROOTS: BOURGEOISE "MIDDLE CLASS‖ The discourse of the middle class as well as the class concept has been developed Karl Marx can not be separated from the Industrial Revolution that occurred in 17th century Europe, a social and political change, but at the same time be the beginning of the development of capitalism. At that time feudal social system with stratification: the king and the royal family were at the top of the social pyramid, underneath landlords and traders, and the lower strata are commoners. When the revolution began to shake industri in Europe, the second group is widely played in the process of major change. The social layer latter also referred to as the old middle class or Bourgeoise. Marx saw disagreement class (unbalanced relationship) between the owners of capital (capitalists) and workers (laborers). Marx dislike of the capitalist though Marx himself can not deny his admiration for capitalism parallel with hatred against feudalism. Feudal values that glorified the king and the nobility time Marx was seen no more than ideological veil the fact that society is feudal exploitation of people by the other people. Behind the values of feudalism was hidden greed over the life of sweat, blood and tears of ordinary people. (Franz Magnis Suseno, 2005). When the industrial revolution, followed by the expansion of capitalism is growing more rapidly and complex, especially with the service industry and is no longer producing the goods, then Marx's theory about the class to be somewhat problematic. Day to day management of the political system, economic, and ideological superstructure increasingly taken over by the advent of the salaried class of experts, managers, officials, engineers, and other professionals. Social class was later called the new middle class. Unlike the capitalist class who live on accumulated profits (capital) of the new middle class life of the salary earned from their expertise, both specific skills based education and long experience in a particular job. With the birth of this social class, then comes the theoretical percoalan of the Marx (Richard Robinson, 1883 in Agus Muhammad, 2001). That is why the concept of the middle class is actually closer to the Weberian than Marxian tradition defines the class as a social group in society is determined by the particular position in the production process. Weber's analysis the class with more emphasis on market position with regard to ownership rights, welfare and opportunities of life rather than the form of the relationship to the means of production therefore welfare, income becomes natural important factor structure of the class. Weber was not too concerned about class conflict, but rather on the transformation of society and the political authority of traditional system, patrimonial and treatment system into a modern, rational, and legally organized (Richard Robinson, 1993). According to Ariel Haryanto (1993) middle class is never uniform class medium class in Europe has a significant role in the process of change and renewal of social, economic and political, it is indeed most of fact which is quite dominant in the discourse of the middle class. As said earlier the middle class is not uniform. They can sometimes appear as an opportunist, human rights defenders, or even as a radical activist. In Indonesia, many are under the illusion that the middle class should be like in the West. Is the middle class in Indonesia (let's call it so) can be expected to be an agent of change. It seems too early to simply call it, that the Indonesian middle class is an agent of change, let alone forcing generalize to what happened in the West. The middle class in Indonesia is often labeled skeptical on change, less involved in the issue of political issues, and do not have a political orientation that is not so obvious. Because they were never rooted in politic and history in Indonesia. Especially, in the New Order, which clearly their existence is always in the crutch by bureaucrats and also entrepreneurs who are very pro government. Therefore, the skeptical Aswab Mahasin (l993) saw that the Indonesian middle class, more likely to come from the family of "white -Collar", or from among the gentry. Aswab Mahasin (l993) also viewed the process bourjuish children priyayi students or students on the basis of separation of the trilogy, the city mass Mojokuto by Clifford Geertz legendary. Like have to know Geertz in understanding the development of Indonesian political and social change, cultural approach .

COLONIAL PERIOD: FAILURE FORMATION OF INDIGENOUS BOURGEOISIE Dutch colonialism in Indonesia existence is based on the raw materials sector or primary goods. Land and labor to produce goods obtained as direct taxes collected by the colonial government. The colonial government controlled all the land there. New in 1870 issued a law allowing farm land leased to private parties. A kind of dualism in the agricultural sector: on the one hand there is the plantation sector which export results, on the other hand there are the traditional agriculture sector that the results are consumed alone. Plantation sector dominated to Europeans and sectors that provide high profits. Traditional agricultural sector dominated by indigenous farmers and the slow development of this sector

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Proceeding of 4th International Conference on Education and Social Sciences Colonial economic system does not give birth to the landlord class natives. Plantation land controlled by businessmen Dutch and other Europeans. Of course this is a very simplistic picture of the groups that exist in society at that time (Arief Budiman, 1991). As is known the Netherlands is a small country. To master the Dutch East Indies are very extensive, the Netherlands need local people to help them govern. The nobles Java then used for this purpose. But of course, the Dutch colonial government must be careful that the noble of Java is not too strong so it can fight them. This used to divide et impera, pitting and mastering. That is pitted against fellow nobles in Javanese kingdoms. Netherlands active once helped nobility nobles one against another. When the nobles who helped win, then together they ruled the people in Java. Netherlands acknowledges the traditional power of Java's noblemen, even protect it. In return, the Dutch controlled the land and the farmers who work to Dutch as a form of tax payments. Dutch obtain the results of the soil. Another group is pitted between merchants and nobility. The nobles have traditional political power, but not the strength of the economy. If people Kawa gain economic power as well, then they can be a threat to the power of the colonial government. Therefore, the Netherlands tried to prevent the emergence of the merchants among the indigenous people. Beyond that, the emergence of the economic power of regent coast of Java, they do trade with traders who come from abroad, causing concern for the Javanese nobility Yanga da hinterland. Then along the coast of the regents of the Dutch military is attacked and destroyed. This is not a result of the formation of a strong bourgeoisie in the colonial era. The Javanese people especially where very large influence of the colonial government, would rather be bureaucrat than traders. Sometimes merchant activity is still regarded as less respectable job, even though it has now been downy mildew attitude changed (Arif Budiman, 2001).

"BOURGEOISE": MUSLIM TRADERS MIDDLE CLASS IN JAVA Middle class (bourgeoisie) who approached the old middle class characteristics at the time of the industrial revolution in Europe ra actually also found history in early this nation in the Dutch colonial era early twentieth century. As is the case in developing countries other woods, the process of development of the middle class in Indonesia is also influenced the development of colonialism. Dutch colonialism always turn off the appearance of embryonic middle class or bourgeois natives began to appear in public, it is the current ocean merchants and craftsmen of small industries. When viewed in terms of theoretical Indonesian people do not have a middle class in the real sense, is a group of Indonesian people are really independent in view of the political and economic power that is independent and decisive. From this perspective, the middle class who were born when the Dutch colonial entrenched in Indonesia only capitalist bourgeois pseudo a middle class that is not pure. At the beginning of the XX century, there is a kind of middle-class merchants and craftsmen that you natives who later joined the Islamic Trade Unions. This class is called by Yahya A Iskandar (1984) as a milestone in the middle class (bourgeoisie) as in the West. Because of economic and political activity they are controlling force against the colonial government and is the embodiment of the values of entrepreneurship in the true sense. But the Muslim middle class can not survive long enough only to Indonesia's independence, although now still visible traces. They were replaced by a Chinese group. As an example of the birth of bourgeois merchants Kudus Kulon indigenous communities go round. As it is known that the Kudus is a city in northern Central Java where growth of cigarette factories. Selection of the Kudus name of Jerusalem is Kudus possibly because this city has long been a center of some religion, which is then converted by mayor to show that Islam has dominated this region. Holy city dwellers like other cities in Java has a variety of religious life are manifold. This fact was noticed by the presence of certain areas dominated by certain groups. Western region is famous Kudus name Kudus Kulon where tombs of saints and scholars majority of the population consists of students or community truly established himself as a Muslim and always tried to live according to the teachings of pure Islam. The majority of the Kudus Kulon society work as a successful trader before Indonesian independence and from this region is born king of clove Nitisemito very famous. Kudus Kulon is the old town formed by Sunan Kudus after he withdrew from Demak due to feud with Sunan Kalijaga. Holy East is a region that is heterogeneous. In this region a lot of Chinese people lives, and most Christians are abangan class. Kudus Kulon is a stronghold of supporters of Islamic parties Masjumi. While East Holy is the support base of the two nonIslamic party PKI and PNI. This situation appears in the 1955 election (Castles, l967). Lance Castles (1982) states that among indigenous successful entrepreneurs often associated with students-students of Kudus Kulon. Characteristics of interest, which was given to them, among others: they are entrepreneurs who have the attitude business simple, capable work hard, businessmen are nimble

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Social Conservation based on Nation Character Building and particularly students-students who saleh nature worship. Although most of them were educated in traditional Islamic schools, they tend to develop into aristocratic bourgeoisie which came to himself, which is different from the employees and the elite Islamic in the Kota Kudus. The appearance of the Kudus Kulon community can be explained that apolitical Sunan Kudus, who still want to maintain the coast as hegemony has been defeated by the transfer of the kingdom of Demak inland. This encourages Sunan Kudus to leave Demak and form a separate suatukomunitas namely that became known as the Kudus Kulon. Event such as this is seen as an alternative lifestyle of Sunan Kudus due to political defeat. However Sunan Kudus can not give birth to a new form of consolidation is the merging of trade, religion, and power simultaneously. Because trade beach has disappeared, and political consolidation clearly defeated by the power shelf. So make religious communities and trade on the mainland is the last alternative. De Graaf (1986) said that the persistence of the prince of Demak (referred Sunan Kudus) who fled to places small group of people who lived in the hamlet long way towards East direction (which is the Kudus Kulon is now), they can survive for obtaining income from the surrounding fields and started his trade which is managed by faithful followers when Sunan sanctuary became warlords and followers Majapahit who had conquered. Perhaps there are groups that follow Sunan Kudus, it is understandable that some rows of students who fought under Sunan Kudus against Wirasaba - joined together also Sunan Kudus in forming new communities. Region formed by Sunan Kudus has become the old city which is called the Kudus Kulon community. Kudus Kulon public life is still quite exclusive and distinct from the Holy society in general. Kudus Kulon store large trade good spirit and high work ethic they see that work as worship, it is evident that in the past Kudus Kulon communities is a rich society, when compared with the community at large. Determine if Kudus Kulon is a rich society is very easy to observe villages and their houses were visible aka his wealth. Kudus Kulon society is independent in the field of economy they work in the field of weaving, batik, jewelry, antiques, embroidery, tobacco, tiles factory, and shopping as well as cigarette factory. As we known in the early twentieth century Kudus city is a famous for the tobacco industry cigarette. The birthday of industry can be attributed to a strong Java santri bourgeois capital for trade handicraft. Trade high spirit usually bigger arise for a variety of challenges, hopes, possibilities are exciting, so a situation where people work diligently, carefully, dedication and responsibility race. This situation has been formed since Sunan Kudus forming region. Then it may be said that in the beginning of the Kudus Kulon society already have a base in the mentality that from the beginning is sufficient. Movement and the way of history was one of the long in the form of political upheavals Demak kingdom era, sociocultural conditions sufficient to provide the space for them as public opposition. Kudus Kulon communiety, not formed by the status quo, or routine in social and political life that is stable and tend to be conservative. Holy Society Kulon always form a counter concept to the inland empire domination in the colonial period, they also create such a model as opposed to the Dutch government. So the emergence of trade for the community ethos of the Holy Kulon is a character that should be the culprit character. Sunan Kudus is an architect who was born as a leader of innovative, forward-looking that sometimes deviate from the standards in force - as dissidents and included in the group that was denied. Sunan Kudus feel as the leader of a social group whose goals and values of the group life is not fair recognized by other groups (Castles, l967). In fact, according to Geertz in every book is always suggested a strong link between the earthly elements and spiritual elements. This relationship Dlama Geertzmenafsirkan a balance between the pursuit of worldly interests with the virtues of Islam. This interpretation is in fact many are run by Islamic reformers among Muslim traders, especially in parts of the north coast of Java. Hence the conception of Clifford Geertz confirmed the historical and functional connections between Islam and trade. These remarks mainly contained in his book "Mojokuto". In Mojokuto, appears a process growing of new values sort of economic ethic, which is never mentioned by Weber, which provide flexibility in a more rational economic to play a role in public life. While other researchers, Mitsuo Nakamura (1983) with study site Gede town turned out to have its own character. The emergence of Islamic reformism born of the community itself, which was originally completely contain highly syncretic religious traditions. The Entrepreneurs before Muhammadiyah is the traders who are not students. So, there is no doubt that once the process is symmetrical and mutual support between indigenous entrepreneurial growth on the one hand and Islam on the other hand, in the days before the war in the city Muhammadiyah Gede. But the process is ended along with the fall of the Dutch colonialism in 1942. War lemur and political revolution has removed the entrepreneurial opportunity to retake the level of economic power before the revolution. Islam does not bring uniformities in the form of Indonesia.

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Proceeding of 4th International Conference on Education and Social Sciences Geertz (1960) Islamic group is the most potential students and have certain values for themselves into groups elicits a strong and independent entrepreneurs. This group is expected to be the core Java bourgeois middle class that are necessary for the development and renewal of social, economic, political and cultural. But in fact, judging the historical development of the middle class in Indonesia after independence, then evolving into the bourgeois middle class is a Java native of bureaucrats, who think they do not have the Weberian concept of cultural values is required as an entrepreneur.

DURING THE NEW ORDER Very convincingly, that since before independence until the end of the decade of the sixties, a middle-class Muslim traders or entrepreneurs students also relatively dominate world trade in this country. One of researchers Clifford Geertz (as hinted above) an anthropologist is famous for his theory abangan students, and gentry, in the Java community. Clifford Geetz always attached trading activities with groups of students. So it can be said that if the gentleman always dominate the civil service sector, and abangan it dominates the agricultural sector, while the religious groups that dominate the group's business. Mitsuo nakamura, also an anthropologist, in his book "The Crescent Arises Over The Banyan Tree, stating that centers on the part of the town which is usually called kauman contained in the cities in Java, always also a center - a center of trade and industry. Pouch pockets of students who live in the Holy, Pekajangan, Laweyan, and kajen, Kota Gede and others., It is known to have the spirit of militant trade, with a high work ethic, which has always cultivate the field of trade and commerce ,. John .A. Muhaimin, political scientists who had skyrocketed name through his book case entitled "Business and politics" (l99l), the book is found in Java, there are some parts of the base area entrepreneur highly dynamic economic activity, ie areas consisting of groups of people group students. Local area such a Pekajangan, kajen Gede city and coral. In the New Order era, almost all traders and businessmen who come from the abangan and gentry t umbuh and engaged in sectors that "fat", not competitive and do not contain risk and protection from the government. In addition, they generally supported facilities thrive because of political or other groups olhe entrepreneurial skills. The bourgeois middle class Muslim traders Java was victorious in the early twentieth century, In the New Order just have a small number that can survive and take part in national level with his own strength. From this it can be said that the assumption of Clifford Geertz in his many books in the field have found a different reality. Because that was a driver of growth and economic and social change at least in the short term is not a middle class Muslim indigenous bourgeoisie as said Geertz but bourgeois middle-class Muslim natives are very weak and the level of independence is limited. During the New Order, stunted growth and development of the middle class of students, not just cultural patrimonial value, the "bazaar" irrational and does not allow groups of students to compete against foreign powers and the power of multinational private sector as well as the country gets a monopoly ( Iskandar, 1984). But the portrait of middle-class bourgeoisie as it began to slightly change when the New Order regime began to falter by a wave of reform in early 1988. Professional Class and pro status not miss to take action how to look at the final seconds of the New Order. When it began to reveal the reform era, where Ikim freedom and openness is relatively better than ever. Theses changes of the bourgeois middle class will certainly come to the surface. Is the climate has changed it brings to the growth and changes in the middle class will become more powerful, independent, and independent power as co-optation of the New Order regime had disappeared. As it is known that the middle class today not only because of the co-optation of power, as well as cultural factors patrimonial is still so strong. Bureaucratic officials are like Patron and society is Client. Their relationship is not based on the modern bureaucratic rationality but rather on personal relationships with the officials concerned. Therefore, the existence of the middle class is not solely determined by himself but also by a political culture that surrounds them.

CONCLUSION Until now, the existence of the middle class or bourgeoisie as in the West to Indonesia is still as empty space that still have not found a definitive answer format. Various approaches and scenarios that follow have been put forward to try to solve the puzzle of the middle class. However, the middle class continues to be absurd and still manifest themselve are vague. The development of Java native bourgeois middle class is not normal, because in the Dutch colonial entrenched in Indonesia, the natives were given only a secondary role even if it could be finished. While in the economic field the role given to the Chinese classroom. Only a few are brought up like in the Kudus

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Social Conservation based on Nation Character Building Kulon, Pekajangan and Kota Gede. In the aftermath of Indonesia's independence from the indigenous bourgeoisie middle class Muslim traders none of which produced a strong entrepreneurial class. While a strong network is a between the employer and the New Order regime precisely children indigenous bourgeoisie is Muslim merchant turned bureaucrat or professionalism after higher education.

REFERENCES Barrington Moore, Jr. 1966. The Social Origins of Dictactorship and Democracy. Boston : Beacon Press. Budiman, Arief. 1984. Demokrasi Kelas Menengah di Indonesia. Kompas 23 Juli. Geertz, C. 1956. Religious Belief and Economic Behaviour in an Indonesian Town. Economic Development and Cultural Change, Vol. 4, 134-58. Kuntowijoyo. 1985. Muslim Kelas Menengah Indoensia dalam Mencari Identitas 1910-1950. Prisma, Vol. 14 No. 11 Hal. 3551. Lev, Daniel S. 1966. The Transition to Guided Democracy Indonesian Politics 1957-1959. Ithaca , Cornell University Monograph Series. Liddle, R William. 1989. Demokrasi dan Kelas Menengah. Tempo 8 nJuli hal 99. Niel, Robert Van. 1960. The Emergence of The Modern Indonesian Elite. The Hague, Ban Hoeve. Onghokham. 1989. Para Borjuis. Tempo 5 Agustus, hal 99. Robison, R. 1978. Towards a Class Analysis of The Indonesia Military Bureaucratic State, Indonesian 25 : 17-39. __________. 1981. Culture Politics and Economy in the Political History at the New Order, Indonesia, 31. __________. 1982. The Transformation of the State in Indonesia, bulletin of Concerned Asian Scholars, 14,1. __________. 1985. Class, Capital and State in New Order Indonesia dalam R. Higgott and R. Robison (eds) Souteast Asia: Essay in the Political Economy of Structural Change. London. Routledge and Kegan Paul. __________. 1986. Indonesia : The Rise of Capital. Sydney, Allen and Unwin. Wertheim, W.F. 1956. Indonesian Society in Transition ; A Study of Social Change, The Hague, Van Hoeve.

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CONSERVATION POLICY ON SOCIETY; EVIDENCE FROM UNNES Retnoningrum Hidayah, Nurdian Susilowati, Lyna Latifah Faculty of Economics, Semarang State University ABSTRACT Unnes as the Conservation University has conducted various conservation programs including reforestation, organic waste and non-organic and conservation education (Kusmuriyanto, 2011). However, the existence of Unnes at Gunung Pati causing problems like a green land has turned into a densely populated. This condition caused by the presence of Unnes that encourages growth and development in the region of Gunug Pati. Furthermore, changes in lifestyle of the people from agriculture into manufacturing (Suhadi, 2012). This study used a qualitative approach namely the phenomenology and used qualitative data with interview method and information from various sources such as accounting students, land-lord, the owner of boarding house. The results showed that from an economic perspective, public income has increased and around Unnes be crowded. However, Banaran was the area of green land and it becomes a congested area. Therefore, it causing floods. Unnes that implement environmental conservation policies expected to be able to provide long-term solutions. However, the reality showed that the implementation of Unnes Conservation still need improvement. Keywords: conservation, environment, social economic condition

INTRODUCTION Based on data obtained from Unnes Team (2009), the growth of industrial zones in Semarang very rapidly accompanied by damage to the environment, as demonstrated the rising flood risk areas. The observation team Unnes (2009) showed that the flood prone areas increase from the previous 44 villages in 9 districts, now the 68 villages in 13 districts. Faced with these environmental problems, a real step is needed. It is proper development of the conservation area becomes very important to note because it can maintain the balance of the ecosystem. But the conservation program in Indonesia is still less than the maximum because of technology, planning, to human resources and community support are lacking in environmental conservation programs and promoting economic benefits by means of the use of up to endless exploitation of natural resources excessively. Results from natural resources exploited, is environmental damage, and the increase in population and its needs Most areas Gunungpati (Sekaran, Banaran, and Patemon) has become an area of boarding houses and businesses. If we observe the majority of owners are not original people of the area. A original people live in simplicity. Their lands formerly sold at relatively low prices. There are Rp 100,000 / m2, Rp 150,000 / m2, Rp 200,000 / m2. Business centers is growing rapidly and densely populated. Every dry season, the region is a shortage of water, while every rainy season floods. Highway Sekaran-Banaran, even a small road that were around way too flooded. In addition, many potholes are very disturbing road users. This is consistent with research Formen (2010). As a university that has been declared as the University of Conservation, Unnes has implemented various programs related to integrated reforestation programs both inside and outside the college campus. Various programs include reforestation, organic waste and non-organic and conduct conservation education (Kusmuriyanto, 2011). The problems that occurred in the region Gunungpati which is the only district that can maintain the ecosystem of Semarang, now also started solid, and spatial changes in this district uncontrolled. This condition by some experts allegedly, because of the significant contribution of the presence Unnes as a motivating factor, as well as new growth areas in the city of Semarang. Then, it lead to changes in lifestyle of the people in the area of agriculture into manufacturing (Suhadi, 2012). The impact of the presence of Unnes cause new growth. However it also shifts the agricultural land. The existence of the University of Conservation gives impact on the community such as economic, social and environmental. Measurement of socioeconomic status that is objective, in line with the view of the real Russell Burden and Byrd (1999) that the socio-economic status is a measure of the relative position in the family society that determined by a combination of parental income, employment, and education level. While the environmental aspects of an element of the activities, products and services from an organization that interacts with the environment. Interaction by all or part of its activities, products or services of these organizations can lead to changes in the environment (environmental impact), whether adverse change (negative) or beneficial (positive). This is consistent with the meaning of conservation according to the Burra Charter

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Social Conservation based on Nation Character Building who states "conservation is the concept of the management process of a place or space or object with maintaining of cultural meaning contained." Therefore, this study will examine more deeply related to three things. First, condition of socioeconomic society in Sekaran, Banaran, and Patemon based on conservation policy. Second, the environmental people condition in Sekaran, Banaran, and Patemon on conservation policy. Finally, the contribution of conservation policies on society in Sekaran, Banaran, and Patemon.

LITERATURE REVIEW Conservation Conservation generally interpreted preservation, however, the realm of conservation experts turned out to have a series of different understanding of its implications. Conservation terms commonly used by architects refer to the Charter of the International Council of Monuments and Site (ICOMOS) in 1981, known as the Burra Charter. Burra Charter mentions "conservation is the concept of process management of a place or space or object that cultural meaning contained well maintained." In fact, this definition should be expanded and more specific, namely the maintenance of morphology (physical form) and its function. Conservation activities covering all maintenance activities in accordance with the conditions, and the local situation, and development efforts for further utilization. When associated with the region, the conservation area or sub-parts of the city include an effort to prevent any activity or use of social change that is not appropriate and not just physically. A conservation program is not only maintainance the authenticity but also bring economic value or other benefits for the owner or the wider community. The concept of dynamic preservation of not only the achievement of the goal of building maintenance, but also can generate income and other benefits. In this case, the architect's role is very important in determining the appropriate function because not all functions can be incorporate. Activities undertaken require cross-sectoral effort, multidimensional and discipline, as well as sustainable. Moreover, preservation is an attempt to create the future of cultural heritage (future heritage), such as the historian said that history is the future of the nation. The present, and future is the past for future generations. Forms of conservation activities include: 1. Restoration (in the broader context) is formed restore physical activity somewhere to previous condition by removing additions or reassembling existing components using new materials. 2. Restoration (in the limited context) is the restoration activities to restore the cultural heritage of the building and the environment as closely as possible to its original shape by supporting data on the architecture and the structure of the state of origin and that the building technical requirements. 3. Preservation (in its broadest sense) formed by maintaining physical activity somewhere in the existing state and retarding the physical formation of the damage. 4. Preservation (in the limited context) is part of the care and maintenance of the core is to maintain the current state of the building and the environment of cultural heritage in order to proper functioning properly maintained 5. Conservation (in the broad context) are all management processes somewhere until maintained its cultural significance. This includes maintenance and possible (because the condition), including measures of preservation, restoration, reconstruction, konsoilidasi and revitalization. Usually this is a combination of some of these actions 6. Conservation (in the limited context) of the building and the environment is an improvement in the framework of restoration efforts focused on cleaning and supervision kontsruksi material used as a building, that building the technical requirements are met. 7. Reconstruction is restoration activities to rebuild and repair the building and the environment as accurately as possible destroyed by natural disasters, other disasters, neglected or damaged by the necessity to move the location for one of the causes of emergency, using the remaining ingredients or saved by the addition of building materials The building is new and makes feasible functions and meet the technical requirements. 8. Consolidation is restoration activities that focus on strengthening work, strengthening structures damaged or weakened in general that the technical requirements are met and building buildings remain viable function. Consolidation of the building can also be referred to as stabilization if parts are damaged or weakened structures are harmful to the strength of the structure. 9. Revitalization is targeted restoration activities to obtain optimum value added economic, social and cultural rights in the use of the building and the environment and cultural heritage can be a part of the revitalization of the old city to prevent the loss of he assets of the city of historical value for the region decreased productivity.

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Proceeding of 4th International Conference on Education and Social Sciences 10. The restoration is an activity to improve or restore the building and the environment of cultural heritage to its original shape and can include structural repair work that could be accounted for in terms of archaeological, historical and technical. Recovery activities and environmental architecture of buildings of cultural heritage as well as improving physical condition also for functional utilization meet the reliability requirements of the building. Furthermore, rector UNNES in Semarang State University Rector Regulation No. 27 Year 2012 on Governance Campus-Based Conservation in Semarang State University states that 7 pillars of conservation that must be the main concern by Unnes such as (1) Biodiversity conservation; (2) Green architecture and the internal transport system; (3) Waste management; (4) Paperless policy; (5) Clean energy; (6) Conservation, ethics, art, and culture; (7) Conservation regeneration. Hence, in the implementation of the campus management should refer to the seven pillars. If the seven pillars can be accomplished with the maximum, it will create a beautiful environment, clean and competitive economy.

Aspects of Socio-Economic Status In general, people develop two kinds of status, which ascribe the status and achieved status. According to Ralph Linton (in Maftul and Riyadi, 1994) argued that ascribe status is the status acquired at birth or as an result of human development. For example, the status as male or female, as the nobles or commoners, obtained a high position because of his parents. Achieved status gained status because they concerned the results of operations, such as teachers, employees, and management. Soekarno (1990) explains that in a society have appreciated something, then it would be a seed that gave rise to the multi-layered system. The system is referred to as social statifikasi which can be interpreted as a difference in public education into social classes in stages. Its realization is happening layers of high and low (Maftuh and Riyadi, 1994). This stratification is hierarchical or multilevel from the top down. This means that the higher layer that is more valuable than below it. Simply put social statifikasi can be divided into three layers, namely the top layer, middle layer and bottom layer. The phenomenon of classification or social stratification in social life, according to Persell (1990) and Sanderson (1993) is a characteristic that are fixed and common in a society that lives on a regular basis. Sanderson (1993) pointed out that social stratification is to be distinguished from social inequality (social inequity). Social stratification associated with the presence of two or more groups of terraced members have power, privileges or prestige different from other groups within a society. While social inequality refers to differences in the degree of influence and social prestige among individuals in a given society. Sorokin (in sukamto, 1990) defines social stratification is the differentiation of society into classes hierarchically graded. Social hierarchy as described above is also called socio-economic status, according to Santrock (2003) socio-economic status is a grouping of people with employment, education and economic character similar. Socioeconomic status is an element of inequality. Generally, members of the community have: (1) different jobs in prestige, and some people have more access than others kestatus higher employment; (2) different educational levels, and some people have a better chance to get a higher education level than the other; (3) different economic resources; (4) different power levels that affect a community institution (Santrock, 2003). The differences in source control and to participate in society produce unequal opportunities for their children. According to Gilbert and Kahl (in Engel, 1994), there are several factors to consider in determining which set of social classes, namely (1) the economic variables (employment, income, and wealth), (2) the interaction variables (personal prestige, association and socialization), (3) political variables (power, class consciousness and mobility). It should be emphasized that social class is a unity that can not be separated. Social class one can not simply be determined by one diterminan alone. A person can be classified in a group with a good look at income, income or job. Another case Mardon et al. (2003) states that social class family can be assessed by using two variables: total family income and parental education. Parents expressed their income by reporting total family income is taxed. To assess the achievements in the education of parents reported the highest level of education or degrees they have earned. Russell (1990) suggested that the general concept of social class in addition to referring to the social class also refers to a class of individuals or groups of people. Therefore, in the study of problems of social class, in general, using the terminology of socioeconomic status. Furthermore Persell (1990) states that social class can be measured through three measurements. First, measure the objective nature, based on employment, education and income each month. Secondly, measurements are based on the position in the social relations or production. Measurements are based on this Marxian concept, divides society into four classes of capitalists, managers, workers and petty bourgeoisie. Third, the measurement of social class with

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Social Conservation based on Nation Character Building subjective indicators, based on the individual's perception of their own social class position. All three of these measurements in general are often used to examine the issue of social stratification is the first. Bollen, K.A. et. al., (2001) mentioned the size of the socio-economic status (SES) were used in 67 studies as outlined in the table below: Table 2. Frequency of SES variables which comes in 67 Research Variabel

Frequency

Education or literacy‘s women/ mother

66

Durable goods, agricultural assets, and / or quality of housing

35

Education or literacy‘s man/n father

23

Work husband / father

15

Work wife / mother

13

Income or consumption

11

Payment of social security (in terms of access to health care)

1

Receipt of payment (received remittances)

1

Caste of households

1

Measurement of socioeconomic status is the real objective is in line with the views Burden and Byrd (1999) which states that the socio-economic status is a measure of the relative position in the family community that determined by the combination of parental income, employment, and education level. Environment Aspect Environmental aspect is an element of the activities, products and services from an organization that interacts with the environment. Interaction by all or part of its activities, products or services of these organizations can lead to changes in the environment (environmental impact), whether adverse change (negative) or beneficial (positive). The relationship between environmental aspects and environmental impact is a "causality". Environmental aspects can be positive or negative. Environmental aspects as an input, while the environmental impact as the output. Thus, it can be interpreted that the identification of environmental aspects is a compilation of the inventory process inputs and outputs.

Figure 1. Flow of Environmental Elements Why use the term aspects of the environment, not the environmental impact? This implies the organization does not have to do a detailed environmental impact assessment as did the Environmental Impact Assessment (EIA), but rather aims to measure and determine what and how much input is used (eg energy, water, raw materials), as well as what and how much output that affect the environment (eg, air emissions, wastewater). However, the standard requirements do not preclude the organization to conduct a full environmental risk assessment. The most important thing to be achieved by the identification and evaluation of the environmental aspects of an organization to understand what happened and have done as well as the impact on the environment. To plan and control the impact, an organization must know what are its impacts. Furthermore, the organization must know where the impact comes from and whether the impact is important. In other words, how organizations interact with the environment?

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Figure 2. Relationship with Environmental Organizations Organizations must identify the environmental aspects: (1) can be controlled, and (2) can be affected. Organization is not expected to manage and control the impacts that are beyond its influence, such as the organization may be able to control how much electrical energy is purchased from suppliers (PLN), but the organization cannot control how electrical energy is generated. In identifying environmental aspects, the organization does not need to evaluate the entire product, component, or raw materials. However the organization focused on the activities, products, services organizations potentially "influence or significant environmental impacts. The identification and evaluation of environmental aspects need to consider some element includes: (1) The process of the organization's activities in the past, and present that have an impact (positive or negative) on the environment; (2) Environment-related components, such as: water, air, soil, waste (liquid, solid, gas), natural resources (energy, water, raw materials), social and public health; (3) Organization of operational conditions: normal, abnormal, and emergency; (4) Activities of contractors and suppliers in the area is the responsibility of the organization. Table 1. Relationship between Aspect and Output

Analysis and evaluation of the environmental aspects of the "heart of the function" EMS ISO14001, considering the application of the elements of SML depends on how complete and accurate identification of environmental aspects. Therefore, organizations need to establish a method or way of identifying environmental aspects, with a view to the identification of environmental aspects can be done systematically and consistently over time. In addition, organizations need to establish criteria for significant environmental aspects, in order to determine the priority level of the environmental aspects managed and controlled. SML standard ISO-14001 does not state specifically the method or means of identification of environmental aspects. Organizations are free to choose the method, whether qualitative or quantitative methods, but the method should be sufficient as a ways of identification and evaluation, to understand its use, and used consistently. The same thing applies to the determination of the criteria of significant environmental aspects. Organizations are free to determine their own activities, products, services according to the characteristics. As a guideline that can be used the following criteria: (1) the presence or absence of legislation governing the environmental aspects; (2) Level of organizational control over the environmental aspects; (3) The nature of natural resource use (renewable or not); (4) Negative nature and dangers of envi-

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Social Conservation based on Nation Character Building ronmental impact; (5) Availability codes of practice of the organization; (6) Whether there is evidence of environmental risks that arise; (7) Availability recording complaints against the organization.

RESEARCH METHOD This study used a qualitative approach, phenomenology. Phenomenology is an approach that examines a particular phenomenon from the point of the field of participants. This study was to describe the meaning of the experience of individuals of a phenomenon. According to Bogdan & Biklen in Sugiono (2009: 19) Qualitative research methods often called naturalistic research methods because this research with natural conditions (natural setting). The reason for using a qualitative approach are: (1) is double, holistic, dynamic, construction and understanding of the results; (2) relationships with the researchers studied is interactive with the data sources in order to gain meaning; (3) the relationship is reciprocal variables / interactive; (4) transferability (only possible in the context of the bond and time); (5) bound to the values that brought researchers and data sources. A qualitative approach is more natural, descriptive and inductive. Natural means that the setting is a natural source of direct data, so researchers must work directly in the field. Descriptive means that the data collected in the form of words and pictures, that provide support to the discussion in the research report, disclosed excerpts of the data as a result of disclosure of the respondents. Search data is not to prove or disprove the hypothesis, but make abstraction when particular facts have been gathered and grouped together is call the inductive. The main data sources in this research are words and actions. It is conformed to the study conducted by Silverman (2007) that the words and actions can be use as the primary data source. Therefore, the main instrument in this study is that the researchers themselves through interviews are expected to analyze deeper qualitative data obtained. Source of data in this study were students of accounting and obtained by using purposive sampling. Purposive sampling is a sampling technique with particular data source (corresponding destination). In this research used the informants who felt the contribution of social, economic and environmental from Semarang State University. While the location of this research is in the area around the campus of the State University of Semarang that region have Sekaran, Banaran, and Patemon. Data analysis in this study used qualitative data analysis techniques. Miles and Huberman (2009 stated that there are three lines of qualitative data analysis: data reduction, data model (data display), and withdrawal / verification conclusion. Data reduction is the process of selecting, focusing on simplification, abstraction and transformation of raw data that emerged from the record written-record in the field. this process takes place continuously during the study, even before the data is actually collected as seen from the conceptual framework of the research, study issues, and approaches the selected data collection researchers. Reduction of the data include: (1) Summarizing the data. In this phase, researchers conducted a transcript on interviews, and makes exposure information; (2) encodes. Researchers determine the code on the exposure information that has been made; (3) Trace theme. After creating the code, then browse any themes that emerged. The trick is to look at the transcript of the interview that has been made; (4) Creating groups The fourth stage is to determine clusters of themes that have been made. The next step is to perform a data model (data display). Presentation of data is an activity when a bunch of information compiled, thus giving the possibility of drawing conclusions and taking action. Forms of data presentation as follows: (1) narative text in the form of field notes; (2) dialogue text quoted. The combination between two forms of data presentation gives comprehensif condition. The final step is the conclusion. Researchers were trying to perform continuous formulation of conclusions. From the beginning of data collection, researchers began noting the regularity patterns (in theory notes), explanations, possible configurations, the flow of cause and effect, and propositions. This conclusion handled loosely, remains open and skeptical, but the conclusions are given.

RESULT AND DISCUSSION Based on the interviews with 20 residents in the area in Sekaran and Banaran found that socioeconomic conditions from year to year improved. It showed by the rise in household income, as told by Mr. Salman Banaran ― ".... My average monthly income is $ 3,000,000, -. I had 4 rooms that housed the students ". It is also narrated by Mrs. Iyem, residents in Sekaran, Gang Waru. "..... I am a housewife and have a cafetaria, thanks God one day could be able to profit of Rp 100.000, . That I was able to supply vegetables and meats ". Mrs. Agus also said:

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Proceeding of 4th International Conference on Education and Social Sciences "..... I graduated from elementary school without any skills. My husband suggested to built a boarding house. Alhamdulillah, I could be able to send help my husband's to pay school‘s fee for our children "

Community income has increased from year to year. Many of the residents built a boarding house, sell the land to the community and to the landlords. In addition, there are people who sell their land to developers who are usually builds housing. Indeed, since 5 years, there are many residential buildings around campus Unnes. So the campus Unnes be crowded and has implications for the improvement of people's incomes. Mrs. Siwi in Banaran told us about the enhancement and improvement of life. She has a boarding house with 10 rooms ―…I had a boarding house from 2009, thank God could supplement the family income. It can make life happy enough. Can eat, buy clothes, and make it home. " In addition, there is an improvement in economic and social aspects of environmental change. There are students who come from all over the Indonesian region, such as Central Java, East Java, West Java, Bekasi, Jakarta, Papua, South Kalimantan, East Kalimantan, Bengkulu, and other areas to make changes in the environment. Environmental changes can be seen from the physical aspect and nonphysical. The physical aspects seen from the least green areas around campus Unnes. Non-physical aspects seen from the number of events associated with the immoral manners of people who affected by the immigrant population (students). This is consistent with the statement of Mr. Sutarji that ".... My neighborhood was so quiet, no vehicle, bad road condition, and there are a lot of trees. Cool completely. However, it becomes crowded, many boarding houses, some stores. Then when the rainy seasons comes, definitely the are will be flood"

The similar opinion was told by Mrs. Ani in the Sekaran ―... Once quiet, safe. But it easy to floods now. Many sewer and drains are not maintained‖. Mr Sapari also told as follows ―....Here first deserted. Agricultural land is still a lot. It becomes crowded. Many buildings built so the water absorption is reduced". Mrs. Munjaini also said ―....formerly rural houses still quiet and still rare. Now it is very crowded, but the crime rate increases. If it rains, the floods hit, because many culverts concreted to walk‖. Mrs. Suti said ―... Unnes wa a quite place but it becomes crowded and many students are impolite‖. Socio-Economic Conditions Some communities such as Sekaran and Banaran have good social and economic conditions. It seen from the level of public revenues from year to year, experiencing an increase. Some communities in Sekaran and Banaran life of the management of boarding houses. One family has one to five houses boarding house. With the declaration Unnes as Conservation University of fact there are many things that must be done by Unnes. One thing to do is providing scholarships for Unnes community, especially nativeBanaran have now. With the scholarships will increase the welfare of the community. Public revenues could be use for other activities in addition to finance school‘s children. In addition, it could be use for investment or savings in order to increase prosperity in the future. At first source of community income derived from tenants. however, after the Unnes present, community work turned into a boarding house manager, laundry children's clothing boarding, restaurants and kiosks. People feel more comfortable after building a lodging house, because not bother anymore to work in the garden. People feel this is a way out of the problems of local communities. The boarding rental business, is an investment that will never be considered a loss, even always be an advantage. At the first, it takes a considerable cost when building it, but the payback considered relatively quickly. The boarding house owner not only local residents but also the newcomers. This leads to competition, because the building belongs to the newcomers rooms are generally better compared to that of the local residents. Buildings made by migrants more modern and made with a design / architecture is more marketable, thus attracting students to choose the boarding. Moreover, migrants generally building is equipped with facilities and services better, so it will surely crush the market 'boarding natives'. Unnes society has income of Rp 1.000.000, - up to Rp 3,000,000, - per month. Based on the the study showed that the largest component of income is income from the boarding house. Whereas, the harvest of gardening is certainly not definitive, because it depends on climatic conditions. Especially in the dry season, most of the plants decreased productivity. Hence, it will reduce earnings.. In addition, many investors are coming in the region of Sekaran, Banaran and leads to many of the citizens dare to sell the land and gardens for additional income. Social and economic status of the people in Sekaran and Banaran getting better. This is consistent with the findings of Persell (1990) named that the general conception of social class refers to the social class and the class of individuals or groups of people. The measurement is objective, based on employment, education and income each month.

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Social Conservation based on Nation Character Building An economic value is an overall of goods and services produced. By an object (resource forest) which provides the benefits of income. Demand function of the recreation area will be estimate using the cost of the trip as a representation of the value or price of the location of the visit. If the location of the visit is the environmental goods, the amount of travel expenses that would be seen as the value obtained by the provision of environmental goods (Yunu, 1999). Consumer surplus is the difference between the amount paid by the buyer for the product and the willingness to pay. Consumer surplus reflects the benefits because it can buy all the goods and the same low price levels (Pomeroy, 1992). Access to public participation in the work environment is good Unnes. Many of the people who apply for jobs around Unnes received, such as cleaning service and security. Community Environmental Conditions Local communities and the environment in Sekaran and Banaran is crowded. Crowded by many students, the vehicle, the seller, and a boarding house. In the past, before Unnes stand Banaran region have now a deserted area with poor road access. In the area there are only a resident or native peoples. The indigenous people have now Banaran farmers. Therefore, there are many garden which contains a wide variety of fruits. Plantation products they are durian, banana, rambutan and mango. Along with the development of the flow of communication and globalization, the shift in environmental governance. Regions have now Banaran former is an area with green spaces perkebuanan, now a densely populated area with a population increase of 5,000 people per year. This is of course due to the large number of new students who entered in Unnes. Unnes increasingly crowded environment resulted in diminishing green space. The number of green land used to establish housing and boarding house is a major factor in the reduction of green land. If the rainy season, it floods. If the dry season, the drought. Flooding occurs due to the decreasing amount of green land, water channels are converted into the sewer so that the capacity of a little water, and lack of landfills. One of the conservation program is greening. Therefore, it should be the Unnes do reforestation in areas that could be used as a water catchment that will reduce flooding. Furthermore, the number of migrants from across the archipelago also change the mindset and manners in the environment. An example is the cultural differences between the Batak, Sundanese, and Javanese. It should be for both the immigrant population of students and the seller may adjust the surrounding environment so as not to cause crime. Based on the research results of the crime rate in the region have now and Banaran from year to year has increased. An example is theft. This happens because of the looseness of time visiting boarding house and a lack of awareness of every citizen to protect his belongings boarding. While the role of the guard post is not working. Environmental aspect is an element of the activities, products and services from an organization that interacts with the environment. Interaction by all or part of its activities, products or services of these organizations can lead to changes in the environment (environmental impact), whether adverse change (negative) or beneficial (positive). The relationship between environmental aspects and environmental impact is a "causality". Environmental aspects can be positive or negative. Environmental aspects of an input (input), while the environmental impact is the output (output). Thus, it can be interpreted that the identification of environmental aspects is a compilation of the inventory process inputs and outputs. Based on observations, the seven pillars of conservation have implemented gradually. In 2013, some programs that have been conducted UNNES as the biodiversity conservation university such as the development of Biodiversity Parks and Home Breeding Butterflies. Other programs for waste management pillar includes a number of activities, namely reforestation, organic waste separation and non-organic, and management of organic waste into compost. UNNES has a strong commitment to be part of the main actors in the re-greening of Indonesia (Indonesian regreening) is also evident from the support and assistance provided by many parties, especially in the preparation of plant seeds. Greening is not just on the campus, but also in various villages around campus building. Paperless policy, information technology and information is the main pillar. With information technology, for example, continue to be encouraged dissemination of information on environmental UNNES on line. Students do not need to come to campus for business registration or graduation. For administrative registration, payment of tuition fees via bank or ATM transfer across the country. Charging study plan card (KRS), see the results of the test, monitoring the course, registration PPL, corruption, and the other just click SIKADU. Site E-learning or Increasing Learning Motivation (ILMO) is an event of collaboration between faculty and students in the virtual world. Through ILMO, lecturers can contract an upload lectures, syllabi, Events Unit Class (SAP), and lattice exam. Since the year 2012 UNNES has SITEDI site for consulting services thesis, and dissertation Since January 2013 Implementation of internal transport pillars realized by implementing car-free campus. For this purpose UNNES have been provided parking facility in the Multipurpose Room, mosques Ulul Albab, ahead of Mathematics, FIS entrance, and at the entrance of the campus center. With

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Proceeding of 4th International Conference on Education and Social Sciences this rule, all residents and guests UNNES when entering the campus should be biking or walking. Internal transport campus served by the campus bus, while waiting for a soalr car energy. Pillars of clean energy carried by a series of policies and measures of energy-wise, and develop environmentally friendly renewable energy. Which has been produced is the development of biogas and the use of light "solar cell" for street lighting in the campus. In the field of culture, conservation efforts like cultural values, and the development of regional languages, literature, and art of the region. Development was done either through inventory, appreciation, and production. Recent developments, PBS UNNES has combined music with rock keroncong be congrock Furthermore, pillar of conservation regeneration through the implementation of Environmental Education, as a compulsory subject for students throughout the course. UNNES graduate student expected to be a cadre of environmental conservation in the family and the community where he came from, or where he worked. Based on the various programs and achievements of UNNES conservation, the development of UNNES Webometrics rankings, in January 2009 in the position of the world ranking 4800 and 33 ratings Indonesia, in January 2010 into 3724 ranked 29 of the world rankings and ratings of Indonesia (UNNES, University of Conservation, 2010). Supplements Education in Republika (March 30, 2013), showed that UNNES is ranked 1707th in the world rankings, and ranked 21 in Indonesia.

REFERENCES Bollen, k.a. et. al. 2001. Socioeconomic Status and Class In Studies Of Fertility And Health In Developing Countries. Annu. Rev. Sociol. 2001.27:153–85. Formen, Ali. 2010. Unnes Konservasi. Unnes Press Kusmuriyanto. 2011. Model pembinaan dan Pemberdayaan Kader konservasi berbasis komunitas mahasiswa dalam mendukung unnes konservasi Moleong, L.J. 2007. Metode Penelitian Kualitatif Edisi Revisi. Bandung: PT Remaja Rosdakarya Moedzakir, Djauzi M. 2010. Desain dan Model Penelitian Kualitatif: Biografi, Fenomenologi, Teori Grounded, Etnografi dan Studi Kasus. Malang: FIP Universitas Negeri Malang Maftuh, B & Riyadi. R. 1994. Sosiologi I. Bandung; Ganexa Exaact Bandung Peraturan Rektor Universitas Negeri Semarang Nomor 27 Tahun 2012 Tentang Tata Kelola Kampus Berbasis Konservasi Di Universitas Negeri Semarang Persell, C.H. 1990. Understanding Society and Introduction to Sociology. New York; Haper & Row Publisher. Inc Sukamto, S. 1990. Sosiologi; Suatu Pengantar. Jakarta: Depdikbud Tim Unnes. 2009. Universitas Konservasi. Unnes Press.

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Social Conservation based on Nation Character Building

SOCIAL CAPITAL IN SCHOOL AS ONE OF STRATEGY REVITALIZATION OF NATIONAL CHARACTER Rustinsyah Department of Anthropology, Faculty of Social and Political Sciences, Airlangga University ABSTRACT It's become a common concern in some cases the school environment which shows the moral decline of the nation such as violence, harassment in the school environment. School environment school is kindergarten to high school because they are easy to coordinate and accommodating. Violence carried out between school friends even made against his teacher. It was certainly contrary to the character of the nation as aspired together in line with the national objectives as set out in the 1945 Constitution. Some causes include inability to utilize technology in a positive way, the demands of the material, mentality shortcuts, disregard for others, declining social capital in the school environment, and others. For that purpose in this paper is focused on the issue of revitalization of social capital as one of the nation's character forming. One form of social capital can be applied in the school environment is the activity of mutual cooperation and active participation of the stakeholders. As media revitalization of social capital are: a) to enable the celebration of local cultures associated with religion and local customs; b) an important event in the life of society, nation and state; c) hold a race or sporting events and arts; d) community service for environmental hygiene; e) create a charity bazaar and other activities that can accommodate togetherness. Keywords: national character, revitalization, social capital, school

INTRODUCTION Globalization brings positive and negative impact on the development of education. The positive impact include easier access to information from around the world to develop the knowledge, creating professional experts in the field, educational competition with other nations (international olympiade, exchange student) demands enhancing the quality of education in order to compete with other nations. It was also evident, Indonesian children can win a number of international Olympics. Images of education in Indonesia is getting so advanced that can give birth to children of students who can compete in the international world. On the other hand, globalization brings negative effects on education as education is widely known owners of capital so that those who can afford the international school, education that promotes technologies that can reduce the local tradition that gives the meaning of public life, state control of education sometimes late and so on. These conditions also affect the formation of character as the basis for the formation of national character. For example, there are some cases that cause a gloomy portrait of formal education in schools and faith-based schools. For example, murder is done elementary school children on his own friends, violence perpetrated against junior senior, sexual abuse of students that took place in public schools and faithbased schools. One of the causes of such events lack of social capital that is in an exemplary student and school teachers. Therefore, in this paper will be elaborated on developing social capital as one of the nation's character amplifier.

THE CONCEPT OF SOCIAL CAPITAL The involvement of a number of stakeholders shows an inter-related social networking. Therefore, the social capital, that involves various stakeholders, has an important role in implementing the program. According to Putnam (2000), the existence of social capital of trust and norms governs the existence of a network to improve the efficiency and collective initiative of social organization. A social capital comprises several dimensions of civic participation, social network and social support, social participation, reciprocity and trust, views of the local area (Foxton and Jones, 2011). Granovetters (1973) identified that form of social capital consists of social relations in the network and the nature of that relationship, there are strong and weak in carrying out its functions. Woolcock (2001) says that there are three forms of social capital: bonding, bridging and linking social capital. The first form is described as the relationship of individuals within a homogenous group characterized by strong bonds so they are motivated, got the confidence to collaborate, support, helping each other to fulfil the needs. Bridging social capital is further social relationship between individual to cooperate with other

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Proceeding of 4th International Conference on Education and Social Sciences individuals or heterogeneous groups so it brings benefits. Usually the social relation of this form is weaker than the first form. Linking social capital describes the relationship between individuals in the power structure that is intended to gain support from formal institutions (Woolcock and Narayan, 2000). The role of the formal institutions has also been noted by Fukuyama (1995) who argues that social capital is a necessary for successful development, but a strong rule of law and basic political institutions are necessary to build social capital. The concept of social capital is frequently associated with a social relation network which has the function of a coordinated social organization to improve collective initiative. All the elements or the stakeholders in a particular network work together in participating, supporting, and reciprocal exchange cooperation that are followed by norms, trust between one another to achieve certain goals. According Foxton and Richard Jones (2011), some of the dimensions of social capital is civic participation (participation in social support, social networks; social participation; reciprocity and trust).

THE CONCEPT OF NATIONAL CHARACTER The character is a character, a person's traits that distinguish people from one another (Badudu and Sultan Mohammad Zain, 2001). According Suparlan (2010), the character is a way of thinking and behaving become typical cri an individual to live and work, both within the family, community, nation and state. National character is the character that is owned by a nation. The character of the nation has an important role in development. Personality characteristics of national groups as perceived by ordinary people usually called national character (Inkeles, 1997) or ethnic stereotypes (Brigham, 1971). For example, it is widely believed that Italy temperamental, Americans are assertive, and Finland silent. Although national characteristics may contain attributes not related to personality-related or excavated from the cultural values (for example, the practice of marriage, sexual activity, intelligence, or religiosity). Koentjaraningrat (2004) mentioned that, there are at least five mentality character of the Indonesian nation that can inhibit the development include a) the quality underestimate mentality; b) mentality like to find a way to bypass or mentality easiest; c) mentality does not believe in yourself; d) pure undisciplined mentality; and e) mentality is not responsible. Therefore, the mentality of the nation are expected as a) the nature appreciate quality; b) high fighting spirit who do not despair; c) the mentality to believe in yourself; d) mentality has high discipline; e) mentality that is responsible. Furthermore Culture team formed by the Ministry of Education (2000) never formulate the character of the Indonesian nation has eight indicators, namely a) a just and prosperous society; b) a democratic and tolerant society; c) people who are orderly and organized; d) independent society and responsible; e) equal and mutual societies; f) people who have integrity and resistant cultures; g) and berbudipekerti religious communities; h) a dynamic society and future-oriented. Understanding the character of a nation that has been mentioned above of course is based on the values of Pancasila as the outlook of the nation (in Haryono, 2010).. Children live in a social organization with the lowest level is the family, then school. Most of the time the children are in school so that the school has a great contribution in shaping the character of the child as expected this nation. However, some examples of the cases described below looks weak several stakeholders in the school as an element to form the character of the nation. Although the quantity of the case is not much, but if left unchecked can damage the character of the nation's children as the successor generation.

SOME EXAMPLES OF CASES DECREASING CHARACTER OF THE NATION IN SCHOOL The following shows some cases of fights, sexual violence, killings committed by school children and teachers at school. The emergence of these cases showed declining national character among school children and teachers. It must be our common concern, school children and the nation as a successor generation of exemplary teachers to bring their students toward better. Demikianhalnya case of occurrence of dishonesty that teachers in the school teachers in the implementation of the national exams and other cases. Case 1: Violence teachers against students REPUBLIKA.CO.ID,PALEMBANG -----Sebanyak 12 orang siswa kelas VIII SMP Negeri 2 Baturaja Kabupaten Ogan Komering Ulu Sumatera Selatan, salah satunya bernama FK mengalami memar di beberapa bagian tubuh dan telinganya diduga akibat dipukuli kepala sekolahnya. Informasi dihimpun di sekolah tersebut di Baturaja, Rabu, menyebutkan, pemukulan para siswa itu tidak hanya dilakukan oleh kepala sekolah, tetapi juga oleh salah satu guru olahraga bernama Her saat jam ekstrakulikuler

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Social Conservation based on Nation Character Building Rohis. Atas kejadian tersebut orang tua siswa melaporkan hal itu kepada pihak Polres Ogan Komering Ulu (OKU). Kepala Sekolah SMP Negeri 2 OKU, S S membenarkan kejadian tersebut, namun dirinya membantah jika hal itu dilakukan atas dasar kekerasan dalam lingkungan sekolah, melainkan wujud bagian hukuman terhadap anak didik. Menurut dia, kejadian itu bukan kekerasan, namun sebagai guru tujuannya untuk mendidik. Ia menjelaskan, peristiwa tersebut terjadi Jumat (23/1). ---------------------" (Sumber: REPUBLIKA.CO.ID,PALEMBANG— (http://www.republika.co.id/berita/pendidikan/eduaction/15/01/28/niwa7b-12-siswa-smp-ini-jadi-korbankekerasan-kepala-sekolah-dan-guru)

Case: 2: Sexual Harassment against school friends do elementary school children ------ Hari Senin, apa enggak ujian?" Itulah pertanyaan yang keluar dari mulut T pada ibunya karena lagi-lagi ia tak berangkat ke sekolah. T merupakan siswi kelas IV SD Negeri Percobaan Medan yang diduga melakukan pelecehan seksual terhadap teman sekolahnya, N.T sudah seminggu tidak sekolah, sejak kasus pelecehan seksual itu mencuat ke publik. Ia sendiri bingung kenapa tidak diizinkan orangtuanya berangkat ke tempatnya menimba ilmu. Puncaknya, T dan temannya, I, yang juga terlibat, resmi diberhentikan dari sekolah mulai hari ini. Ibunda T, berinisial I.N…., sangat menyayangkan keputusan Kepala SD mengeluarkan anaknya dari sekolah tanpa ada solusi pembinaan terlebih dahulu. Pemberhentian itu ditandai dengan diterimanya surat pemecetan dari sekolah dan Pemkot Medan.‖Saya berharap anak saya dikasih bimbingan home schooling, terus rekomendasi sekolah baru agar masa depannya tidak terganggu," ungkapnya kepada wartawan, Rabu (22/10/2014). Sebagai orangtua, mengaku terpukul dan tak menyangka kasus tersebut akan menjadi sebesar ini. Padahal, usaha damai secara kekeluargaan sudah ditempuhnya, namun ditolak oleh keluarga korban. Belum lagi tuduhan yang dilancarkan ke anaknya sebagai anak nakal dan brutal. Predikat tersebut tentu akan dibawa ke mana pun sang anak bersekolah. [Baca: Pelecehan Seksual di Sekolah, Kepsek Harus Tanggung Jawab]. Baginya, sikap pemerintah yang mengeluarkan anaknya dari sekolah justru membuat korban baru, sebab sang anak sudah menjadi minder dan tidak bisa sekolah lagi."Saya bukan membela anak, yang saya inginkan kebijakan pemerintah di sini. Apa memang harus dikeluarkan dari sekolah begitu saja tanpa ada pembinaan dan tanggung jawab dari sekolah dan dinas pendidikan," pungkasnya. (MEDAN(http://news.okezone.com/read/2014/10/22/340/1055431/siswi-pelaku-pelecehan-di-medandiberhentikan-dari-sekolah)

Case 3. A case of abuse of students by school administrators Pati----------Kasus pencabulan yang dialami puluhan siswa SMK Terpadu Telkom Pati, Jawa Tengah yang diduga dilakukan pendiri yayasan sekolah bernama N atau Kiai NA dibantah oleh salah seorang pengelola sekolah. Menurut pihak sekolah, tuduhan tersebut sengaja dimunculkan untuk memperburuk citra SMK Terpadu Telkom yang dipimpin Kiai NA. Inilah bangunan megah di areal pondok pesanten AKN Marzuki di Duku Seti, Kabupaten Pati, Jawa Tengah, bangunan SMK Terpadu Telkom yang dikelola Kiai NA. Nama Kiai NA dan Sekolah Terpadu Telkom menjadi perbincangan setelah tersiar kabar 27 mantan santrinya menjadi korban pencabulan dan sodomi yang dilakukan Kiai NA, pimpinan ponpes. Saat sejumlah wartawan mendatangi pondok pesantren moderen ini, Kiai NA tidak bersedia menemui wartawan. Salah satu pengurus sekolah ini menyatakan, Kiai NA membantah telah melakukan tindak pencabulan dan sodomi terhadap siswa, sebagaimana yang diadukan 27 mantan santri di ponpes tersebut. Hal tersebut hanyalah upaya pihak tertentu untuk menjatuhkan reputasi ponpes AKN Marzuki yang dipimpin Kiai NA.Seperti diberitakan sebelumnya, sebanyak 27 mantan santri dan mantan siswa Telkom Terpadu yang dikelola Kiai NA telah mendatangi kantor Komnas Perlindungan Anak, kantor Depdiknas dan Mabes Polri di Jakarta untuk mengadukan tindak pencabulan dan sodomi terhadap 27 mantan siswa yang dilakukan Kiai NA.------------------------Sumber: (https://www.facebook.com/permalink.php?id=173793052726726&story_fbid=259343524171678

Case 4: Elementary School Students in the murder of her friend Anak SD Melakukan Pembunuhan Berencana Terhadap Temannya -------Betapa kagetnya saya melihat tayangan berita Metro Siang tadi. Seorang bocah SD di Cinere, Depok, umur 12 tahun – mungkin kelas 6 SD – melakukan penusukan pada teman sekolahnya hanya gara-gara HP. Korbannya bernama S, juga berumur 12 tahun, berhasil diselamatkan nyawanya karena tubuhnya diitemukan seorang tukang sampah di selokan, lalu segera dilaporkan dan dibawa ke rumah sakit. Sampai saat ini Syaiful masih dirawat karena luka di tubuhnya cukup parah.Setelah berhasil diselamatkan, Syaiful mengaku siapa yang berusaha membunuh dirinya.Kejadiannya berawal ketika Syaiful kehilangan sebuah HP. Entah bagaimana ceritanya, diduga pencuri HP adalah si ―X‖, sebut saja demikian, sebab di Metro TV juga tak disebutkan nama anak pelaku percobaan pembunuhan itu. Syaiful kemudian melaporkan perbuatan X kepada gurunya. Guru berusaha untuk menengahi kasus pencurian itu dan berencana untuk memanggil keduanya. Sebelumnya si X ini memang dikenal sering mencuri barang milik temannya dan sering meminta uang kepada teman-temannya termasuk kepada Syaifulyang dikenal sebagai anak baik.Sayangnya, maksud baik sang guru belum terlaksana, si X sudah keburu mengajak Syaiful ke suatu tempat yang sepi yang memang sudah direncanakannya. Di tempat itulah, katanya, si X mengakui ―Emang gue yang ambil HP lu. Tapi HP itu sekarang sudah gue jual‖. Kemudian, tanpa didahului pertengkaran, si X yang memang sudah membawa pisau belati besar di dalam tas sekolahnya, menusuk Syaiful. Ada sejumlah 8 tusukan keji dihunjamkan ke tubuh Syaiful di bagian perut, paha betis, tangan. Semua tusukan itu tembus bahkan usus Syaiful sampai terburai.Setelah yakin Syaiful mati, si X kemudian menyeret tubuhnya ke selokan dan membuangnya ke dalam selokan agar tak mudah ditemukan. Jika saja tak segera ditemukan tukang sampah yang membersihkan selokan, mungkin saja Syaiful

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Proceeding of 4th International Conference on Education and Social Sciences menemui ajalnya. Pihak RS menyatakan sedikit saja terlambat diselamatkan, nyawa Syaiful melayang. Saat ini kondisinya masih cukup kritis di RS Fatmawati. (Sumber: http://hukum.kompasiana.com/2012/02/18/anak-sd-melakukan-pembunuhan-berencana-terhadaptemannya-440124.html

Social Capital as one of Strategy Strengthen National Character Education is one way of educating the nation. In line with that, through the UUD 1945 confirmed among others in Chapter XIII of education and culture in chapters: UUD 1945 BAB XIII tentang pendidikan dan kebudayaaan Pasal 31 (1)Setiap warga negara berhak mendapat pendidikan****) (2)Setiap warga negara wajib mengikuti pendidikan dasar dan pemerintah wajib mbiayainya.****) (3)Pemerintah mengusahakan dan menyelenggarakan satu sistem pendidikan nasional, yang meningkatkan keimanan dan ketakwaan serta ahlak mulia dalam rangka mencerdaskan kehidupan bangsa, yang diatur dengan undang-undang.****) (4)Negara memprioritaskan anggaran pendidikan sekurang-kurangnya dua puluh persen dari anggaran pendapatan dan belanja negara serta dari anggaran pendapatan dan belanja daerah untuk memenuhi kebutuhan penyelenggaraan pendidikan nasional.****) (5)Pemerintah memajukan ilmu pengetahuan dan teknologi dengan menunjang tinggi nilai-nilai agama dan persatuan bangsa untuk kemajuan peradaban serta kesejahteraan umat manusia.****) Pasal 32 (1)Negara memajukan kebudayaan nasional Indonesia di tengah peradaban dunia dengan menjamin kebebasan masyarakat dalam memelihara dan mengembangkan nilai-nilai Budayanya.**** ) (2)Negara menghormati dan memelihara bahasa daerah sebagai kekayaan budaya nasional.**** ).

Various programs and strategies to implement the government and private education in accordance with the mandate of the Act. It was certainly an impact on the lives of the people and the nation. For example, a number of Indonesian children won the International Olympics. But on the other hand, the possibility of technological advances factors, demands increasingly less affordable life there are children even educators perform actions that do not reflect the character of the nation as aspired together. For example, elementary school child who kills his own just intending to get a mobile phone, sexual harassment against his teacher, school children on her own, and so on. One of the weakening of national character among students is the weakening of social capital in the provision of education in schools. Education in schools involves several elements, stakeholders such as students, teachers, parents, school administrators (principals, parents, school officials and others), the owner of the cafeteria at school, other individuals associated with extra-curricular activities in school etc. Stakeholders work are intertwined and form a social network, where there are elements or stakeholders who are not berpartsipasi or it will disrupt the functioning of social networks in school to achieve its objectives. For example, there are children who do the scan it will interfere with the image of the school, carrying the name of the parents and so on. And vice versa, if the children get the achievement improve the image well in school. For that we need the media in order to strengthen social capital in schools. Media to implement social capital in building the character of the nation among schools is a) incorporate art and culture of local content on the subjects of language and the arts; b) celebration of local cultures associated with religion and local customs; c) the celebration of important events in the life of society, nation and state; d) hold a race or sporting events and art in accordance with the child's talents; e) do kerjabakti for environmental hygiene; e) make the bazaar or flea market and other activities that can accommodate togetherness. First, enter the arts and culture as local content in the language lessons and art to socialize and internalize the values of the local culture that can build national character among students. Local cultural values are extracted from the song of the region, the rituals associated with the life-cycle, the celebration of religious holidays, village ritual, literature (proverbs, folk tales, rhymes, songs) can have a positive impact on the formation of character in children children. School is an appropriate vehicle to promote local cultural values that can be started from a child entering Kindergarten School. Socialization can create unity, understanding the positive values of the local culture. For example: the song dolanan children "CublakCublak Suweng", which contains a positive meaning in life bermasyarkat and nation. Here are the lyrics: Cublak-cublak suweng, suwenge teng gelenter, mambu ketundhung gudel, pak empo lera-lere, sopo ngguyu ndhelikake, Sir-sir pong dele kopong, Sir-sir pong dele kopong, sir-sir pong dele kopong.

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Social Conservation based on Nation Character Building Children's songs in Java, the work of Sunan Giri (1442M) contains the poem 'sanepo' (symbol) which is full of meaning, of the values of the primacy of human life). Here is the meaning of the song Cublak-Cublak Suweng: Cublak-cublak suweng, Cublak Suweng artinya tempat Suweng. Suweng adalah anting perhiasan wanita Jawa. Cublak-cublak suweng, artinya ada tempat harta berharga, yaitu Suweng (Suwung, Sepi, Sejati) atau harta Sejati. Suwenge teng gelenter, Suwenge Teng Gelenter, artinya suweng berserakan. Harta Sejati itu berupa kebahagiaan sejati sebenarnya sudah ada berserakan di sekitar manusia. Mambu ketundhung gudel, Mambu (baunya) Ketundhung (dituju) Gudel (anak Kerbau). Maknanya, banyak orang berusaha mencari harta sejati itu. Bahkan orang-orang bodoh (diibaratkan Gudel) mencari harta itu dengan penuh nafsu ego, korupsi dan keserakahan, tujuannya untuk menemukan kebahagiaan sejati. Pak empo lera-lere, Pak empo (bapak ompong) Lera-lere (menengok kanan kiri). Orang-orang bodoh itu mirip orang tua ompong yang kebingungan. Meskipun hartanya melimpah, ternyata itu harta palsu, bukan Harta Sejati atau kebahagiaan sejati. Mereka kebingungan karena dikuasai oleh hawa nafsu keserakahannya sendiri. Sopo ngguyu ndhelikake, Sopo ngguyu (siapa tertawa) Ndhelikake (dia yg menyembunyikan). Menggambarkan bahwa barang siapa bijaksana, dialah yang menemukan Tempat Harta Sejati atau kebahagian sejati. Dia adalah orang yang tersenyum-sumeleh dalam menjalani setiap keadaan hidup, sekalipun berada di tengah-tengah kehidupan orang-orang yang serakah. Sir-sir pong dele kopong, Sir (hati nurani) pong dele kopong (kedelai kosong tanpa isi). Artinya di dalam hati nurani yang kosong. Maknanya bahwa untuk sampai kepada menemu Tempat Harta Sejati (Cublak Suweng) atau kebahagiaan sejati, orang harus melepaskan diri dari atribut kemelekatan pada harta benda duniawi, mengosongkan diri, tersenyum sumeleh,rendah hati, tidak merendahkan sesama, serta senantiasa memakai rasa dan mengasah tajam Sir-nya atau hati nuraninya. (Sumber: http://hiburan.kompasiana.com)

The philosophical meaning of the song and the game can be interpreted that: "To find true happiness treasure humans do not follow one's own desires or greedy, but all of them back into the conscience, so treasure it could overflow abundant happiness is a blessing for anyone".. The song "dolanan" give "in the meaning of the formation of character to not be greedy, do not take away the rights of others are now a major problem for the nation that is corruption. For the socialization of the singing song would require exemplary for teachers as a symbol adopted by his disciples. Teachers in schools can give more examples as learning in school. In developed countries such as Japan, the socialization of the local cultural values given in schools. Thus Japan as a developed country and maintain cultural values) Second, the celebration of local cultures associated with religion and customs. Celebration of local culture, customs usually accompanied with traditional food dish. When the children are introduced to the local food as ingredients, prroduksi traditional food usually comes from the vicinity and they can eat together with all the elements that exist in schools. For example, "nutmeg Pendem" consists of potatoes. The traditional food is usually cheap price and can be easily. If the kids love the traditional local food can empower local farmers, utilization of the yard and help support food security programs. Third, the celebration of important events in the life of society, nation and state. For example, the celebration of national holidays, religious holidays in Indonesia. In addition to the flag ceremony can be interspersed with race or sporting event if time allows. If the time period is meaningless is not the semester break, the sporting events can be held after the midterms in school or have been timely manner such as not being the rainy season. These activities can foster togetherness children, sports matches and local games that can involve all students in the school. , To obtain seed-bit excel in the field of sports, educate honesty in children. For that we need to involve all students in the school. Therefore, sports games, racing games menjaddi local media for such activities. Fourth, carry out community service or kerjabakti for environmental cleanliness shared between students, teachers and other elements in the school and was introduced on the importance of protecting the natural environment around it. For example, they clean the classroom, gutters around the school, reforestation by planting trees. For that need to be accommodated parents to be able to participate in these activities. Fifth, make a bazaar or flea market and other activities that can accommodate togetherness, example "charity bazaar ― programme on the anniversary of an important event on the anniversary of religious holidays, national holidays warning." Charity Bazaar "to commemorate religious days will be reminded of the great religious figures that can be used as an example. The existence of "charity bazaar 'bring good

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Proceeding of 4th International Conference on Education and Social Sciences communication between religious communities that exist in schools, and between stakeholders in the school.

CONCLUSION The formation of character, human personality begins at an early age when children move to get the care and education. The pattern of children's education at school through social capital (mutual assistance, participation of children in sekolh and others) mdisesuaikan with the conditions and level of schooling. For example, children's activity patterns of different primary schools with children Junior and so on. Strengthening social capital to improve togetherness, care of children with other stakeholders appreciate so as to prevent the negative impact of technological progress electronics, media, and culture of commercialization that leads to the possibility of individualistic actions can trigger unintended harm the child, the environment and the future of the nation.Media to develop social capital in the school needed infrastructure, it can be adapted to the conditions and the ability of the school. It takes the example of stakeholder managers as a symbol of exemplary children in school

REFERENCES Anonim.―12 Siswa SMP Ini Jadi Korban Kekerasan Kepala Sekolah dan Guru, 28 Januari 2015. (http://www.republika.co.id/berita/pendidikan/eduaction/15/01/28/niwa7b-12-siswa-smp-ini-jadi-korbankekerasan-kepala-sekolah-dan-guru) Anonim, ―Siswi Pelaku Pelecehan di Medan Diberhentikan dari Sekolah‖, 22 Oktober 2014. (http://news.okezone.com/read/2014/10/22/340/1055431/siswi-pelaku-pelecehan-di-medan-diberhentikandari-sekolah) Anonim, 2012. ―Anak SD Melakukan Pembunuhan Berencana Terhadap Temannya‖, 18 Februari 2012. (http://hukum.kompasiana.com/2012/02/18/anak-sd-melakukan-pembunuhan-berencana-terhadaptemannya-440124.html) Anonim. 2012. Pencabulan Siswa Sekolah. (https://www.facebook.com/permalink.php?id=173793052726726&story_fbid=259343524171678) Badudu, JS dan Sutan Mohammad Zain. 2001. Kamus Umum Bahasa Indonesia. Jakarta: Sinar Harapan. Brigham, J. C. (1971). Ethnic stereotypes. Psychological Bulletin, 76, 15-38. Foxton, F and Jones,R. 2011. Social Capital Indicators Review.London: Office of National Statistics. Fukuyama, Francis. (1995).Trust: The Social Virtues and Creation of Prosperity. New York: Free Press. Granovetter, M. S. (1973). ―The Strength of Weak Ties‖. American Journal of Sociology 78 (6): 1360-1380. Haryono, Trijoko. 2010. ―Membangun Karakter Bangsa melalui Pendidikan‖, dalam Excellence with Morality: Mutiara Jatidiri Universitas Airlangga dan Identitas Kebangsaan‖. Malang: Bayu Media. Inkeles, A. (1997). National Character: A psycho-social perspective. New Brunswick: Transaction Publishers. Koentjaraningrat.2004. Kebudayaan, Mentalitas dan Pembangunan. Jakarta: PT Gramedia Pustaka Utama. Putnam, R. D. 2000.Bowling Alone: The Collapse and revival of AmericanCommunity.New York: Simon and Schuster. Woolcock, M., and Narayan, D. 2000.―Social capital: implication for development theory research and policy‖. The World Bank Research Observer 15:225-249.

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DEVELOPMENT OF TOURISM REGIONS MANDEH THROUGH RECONSTRUCTION OF LOCAL WOMEN'S WISDOM COASTAL, SOUTHERN COASTAL DISTRICT, WEST SUMATRA Siti Fatimah History Department, State University of Padang ABSTRACT Tourism Region ―Mandeh‖ can be said ―Raja Ampat‖ western region of Sumatra. But this tourist area is still very genuine and has not worked well. In the National Tourism Development Master Plan (RIPPNAS) 1998, tourist areas ―Mandeh‖ designated as marine tourism development center for the western region of Indonesia, together with the ―Biak‖ and ―Bunaken‖ in the eastern region. Towards this preparation, it is necessary to explore all aspects of the local potential in the preservation of maritime tourism. One of them is through women's groups. Awareness of women to be important in saving the environment, so as to create an eco-friendly life. Therefore, it is necessary to explore the potential of their local wisdom as a reference reconstruction. This paper aims to describe the potential of women local wisdom in Mandeh area through the tourist area of reconstruction environmentally friendly local knowledge. Local wisdom of the Mandeh women can be categorized into several groups; (1) in environmental conservation maintaining marine ecosystems, to prevent their husbands who work as fishermen of fishing in the brutal, to replant trees that serves to bind the soil, to storing rain water, to preserve mangrove forest, to process waste into organic fertilizer; (2) the use of the natural surroundings into drugs and to be healty food ; (3) the culinary processing based local potential. Keywords: local wisdom, women, and tourism

INTRODUCTION Mandeh tourist areas can be said King Ampatnya western region of Sumatra. But this tourist area is still very original and has not worked well. In the draft National Tourism Development Master (RIPPMAS) 1998 Mandeh tourist area has been designated as a marine tourism development center for the western region of Indonesia, together with the Biak and Bunaken in the East region. Towards this preparation, it is necessary to explore all aspects of the local potential in the preservation of maritime travel. One of them is through women's groups. Thus, awareness of women to be important in the development of sustainable tourism. The principle of tourism development vision designed from the idea of local communities and to the welfare of local communities. Thus, the processing of tourism should involve local communities, especially women's groups, so that women's groups have the feel and care about the sustainability of tourism. Women should be actors not only as a spectator. In charge of sustainable development, women can participate in preserving traditional local products, keeping the traditional concept in protecting the environment, preserve traditional culture, using traditional methods in food process, by applying the concept of sustainability, so that foods made from fish, mussels, squid, shrimp, and the types of other marine products can be recognized as a cultural capital. From the results of research conducted, women have a lot of local knowledge Mandeh (local wisdom), which of course has a high sales value in keberelanjutan development, which is very useful especially for tourism development. Local wisdom that women can be found on the ways and their ideas in environmental conservation, utilization of the environment, and food processing which is based on local potential. During this time, more women are treated as objects, not least in tourism development. In the case in many instances when women are given the opportunity especially empowered so they will be able to become agents in development, particularly in the development of sustainable tourism. In this study by using the approach of Women Community Based Tourism is believed that the woman is no longer a mere object of development, but capable of being the subject of sustainable development, especially the tourism sector which is now become an icon of the republic of Indonesia In many studies that have been done, particularly with regard to women and tourism, if the woman involved in a participatory manner through its potential turns women contribute very important in sustainability pariwisa. Several studies that have been done are: first, Anak Agung Putri Sri, Lecturer on Faculty of Udayana, Udayana University, researching on "factors that motivate women as managers cottage in the village of Ubud, District Ubud, Gianyar." Later studies published in the journal Analysis PARIWISATA Vol.3, No. 1. Th. 2013. This article reveals the motivation of women as managers cottage by using the

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Proceeding of 4th International Conference on Education and Social Sciences theoretical basis of functional structure. Research results show; motivation of women as managers of tourism is to actualize themselves in order to increase the family income. In addition to boosting the economy aimed at the welfare of the family, also taking into account the cultural, social systems, advances in technology, education, and environmental factors. That is, what women can not be separated from its local wisdom. Secondly, I Nyoman Darma Putra, Master of Tourism Studies, University of Udayana, Bali, with the title "Four Sri Kandi Culinary Bali: The Role of Women in Sustainable Tourism Development", in the form of thesis. However, this research has been written in the form of articles in the journal JUMPA, Volume 01, No. 01, July 2014. This article is to discuss the role of women in the development of sustainable tourism in the island of Bali with a Balinese culinary promote. On the other hand, women's Bali not only able to produce a culinary tour, but more far been able to open up employment opportunities for both men and women. Four women have been successfully introduced Bali Balinese culinary to foreign tourists. When associated with a variety of local knowledge possessed women Mandeh, mandeh community is part of the famous Minangkabau society with culinary thousand villages. But most culinary-based local wisdom already started missing one by one, no longer forwarded to the next generation. In addition, research on women and tourism have only focused performed on women who already developed tourist areas and well-known, such as Bali. With the adoption of a tourist area as a tourist area Mandeh maritime international class, it is necessary to do assessment of various aspects of tourism interests. One of the most important assessment is associated with a variety of local knowledge at their disposal, especially local knowledge possessed by women from generation to generation in the processing environment and a variety of food from the sea. Third, Argiyo Demartoto, Doctoral Program, Faculty of Social and Political Sciences, University of Gajah Mada (dissertation, 2012). Then, the results of this study exposed in Cultural News on Monday, July 2, 2012 with the title "The Role of Women in Tourism Minim" (http://nationalgeographic.co.id/berita/2012/07minim-peran-perempuan-dalam-pariwisata. from the results of research conducted, Demartoto argued: low participation of women in tourism caused by various factors, namely, the lack of knowledge and experience of women, lack of facilities, lack of capital, the government thought of gender bias, and lack of government involvement as a facilitator. the same thing occurred in the tourist area Mandeh, even women mandeh further segregated in the appeal of the other tourist attractions. as such, this article is important as a guide and input to see women's issues and tourism research area Mandeh. AREA TOUR MANDEH Mandeh region lies on the west coast of Sumatra. Administratively belongs to the province of West Sumatra, South Coastal district, District XI Tarusan Koto. This region has a unique morphology, which is the main island and the mainland morphology of small islands formed by a flat area of the hilly and mountainous. Height difference is very noticeable, there is the main island on the west coast, to the east of the region is hilly and mountainous with steep heights. Flat land other than an allotment of land with residential and agricultural land, also a marshy land overgrown with mangrove (bakau), palm (nipah), and jawajawi Settlements are in villages Mandeh, Nyalo River (Sungai Nyalo), and Pinang River (Sungai Pinang). The distance between the village by village when reached by road approximately ten to fifteen kilometers. Only between one village to another village is very difficult to reach by road, except by boat. Road conditions are still very difficult ground lead is traversed by two-wheeled vehicle let alone four wheels. In addition, roads are taken very tortuous and down ride for including cluster of hills row (see map 1). Currently, the government is planning a southern coastal and implement a permanent road works, starting from Sungai Nipah towards Mandeh region. If he reached via the sea by boat, the distance between the village with other villages can be reached in 20 to 40 minutes, depending on the distance between locations. For example, from village Mandeh to village Nyalo River (Sungai Nyalo) can be traveled with a simple boat for fifteen or twenty minutes. Likewise from one village to another village depends on how the distance and the type of boat used. Travelling by sea to spend a higher cost than the road, but in terms of travel time is much faster compared to the road. For the purposes of this study, the focus of the study was limited to Nyalo River (Nagari Sungai Nyalo) and Mandeh. There are several reasons for the determination of these two locations: first, the local government plans both these areas will be a concentration of tourist ports; second, these two areas are categorized densely populated than the other two villages; third, the distance between the villages Mandeh with Nayalo River (Sungai Nyalo) can be reached by sea, much faster than the other villages; four, two villages located in strategic locations Mandeh bay; fifth, two residents of other villages Sungai Pinang and Sungai

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Social Conservation based on Nation Character Building Nipah more activities to local fishermen Bungus and Gaung, near the Teluk Bayur. Especially for Nipah River (Sungai Nipah) is included into the territory of the city of Padang

Figure 1. Location of Mandeh

POTENTIAL FOR LOCAL WISDOM OF ―MANDEH WOMEN‖ In traditional societies anywhere in the world, especially the people who embrace the patriarchal kinship system, women dominate the domestic roles. Mandeh community belong to the Minangkabau ethnic group, which adheres to the matrilineal system. In Minangkabau society, although women are ideally placed in an advantageous position in the culture and economy, (Siti Fatimah, 2013: 67-68), but remains too important roles to be played in the domestic sphere. Based on the observation (February 7 and 3 April 2015), and amplified from the data District of XI Tarusan in numbers, there are about three hundred women were earning well as housewives and teenagers. The women living in villages Mandeh, which consists of Kampuang Taratak, Kampuang Tangah, and Kampuang Baru. Then, there are also those who live in villages Sungai Nyalo, and Sungai Pinang. The third village, will be worked into objects Travel Attractions (ODTW) in unity Mandeh tourist area. Women in this region are all living as a housewife. Location Mandeh isolated from existing areas in other districts, causing women here away from the touch of modernization. To this day, the average Mandeh women marry at a young age (interview, February 17, 2015). After marriage they became a housewife, taking care of her husband and their children. Nevertheless, they still have a commonsense knowledge, which became their local wisdom. To this day, The potential of the existing local knowledge who survived and have already started to disappear slowly. If connected to the memory theory, to study the past indigenous women, especially those relating to coastal Mandeh female wisdom in managing the environment and a variety of foods from the various types of marine biodiversity, it is necessary to back these memories reproduced their shame. Memory is the basic ability of human beings to record something of knowledge and experience. According to Silvia Helena Cardoso By (2003), cited Mestika Zed (2014: 141-142), in his book Theory and Methodology of history, memory is responsible for storing information, in which human experience is archived, and then turned back on, if necessary to recall. Memory recording process can occur through active learning activities (intentional) or via live in diverse environments, including through other individuals. Basically, memory is a process of building complex thinking. According to the theory of memory, there are several types of memory, among others, there are so-called long-term memory and short term memory. Memory, which is easy to do, but soon lost or forgotten also called declerative memory. Memory thus, belong to the short term memory. In contrast, procedural memory is usually more permanent, is used to learn the skills and requires repetitive exercises. If

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Proceeding of 4th International Conference on Education and Social Sciences connected with the local knowledge of women in environmental conservation and traditional food processing based on experiences, which they received from generation to generation and repeated, then this memory is more classified into long term memory. In this paper, local knowledge of coastal women, particularly indigenous women Mandeh can be seen in (1) protecting the environment; (2) the utilization of the environment, and (3) the culinary processing. Protecting the environment Mandeh region morphology and onshore unique when compared to other beaches, which are found in Indonesia, particularly in the western part of Indonesia. When in other areas, there is usually only one morphological form, for example; in Riau with muddy coastal morphology, Pariaman and other western coastal areas with sandy morphology, while the region has a coastal morphology Mandeh complete; muddy, sandy beaches and rugged coast (Clif). Three forms of this morphology affect Mandeh local knowledge of the community, especially women. In addition, this beach is connected by jungle and mountain chain clusters. Therefore, if the people who made their living as fishermen, they do not go overboard because no fishing season or what they call the bright season (Musim Tarang), then they go to the fields or the woods. Thus, indigenous women Mandeh also has its own uniqueness. When the season is abundant fish they help their husbands to process fish by boiling and drying. They also have knowledge in separating, where fish are appropriate for where the fish are dried and deserve to be boiled. Typically, small fish such as anchovies or they called bada and tandeman is most appropriate for the fish boil. Meanwhile, reef fish and certain species of fish, dry them and they call ikan balah. However, when the fishing season is reduced, which they call bulan tarang, then, they go looking for firewood or helping their husbands farming into the woods. In the farming system, a lot of local knowledge they have, among other things, they work set Kapalo Banda, a kind of setting on a small scale irrigation. In addition, they also apply the rules of farming that they have agreed. They remind their husbands and prohibit certain trees cut down for firewood, for example; tree whose roots touch the water flow, a tree that grows in between the two water or spring water, they will not be allowed to cut the trees of the wood (interview, 3 April, 2015). Another case, with coastal areas, especially for muddy coastal areas, women in the past together their husbands plant trees they call the palm tree, an oak or an oak, and mangroves. Today, the trees are well maintained. Along the estuaries and coastal areas are muddy, we will witness the Mangrove forest (bakau), palm (nipah) and ox (jawi-jawi) beautiful, which has a height of five to fifteen meters. However, since this region was declared into attraction of the international Tourism, the existing forest began to be cleared by local investors (interviewing and observation, February 17, 2015) Especially for their husbands who work as fishermen, in ways that made women to their husbands are reminded, rebuke, and forbid, their husbands not to use tools destructive fishing marine ecosystem. Therefore, most of the fishermen in this region, only use the chart, in the usual trawl fishing. In addition, these days there are lots of fish deterrence Gerapu owned by local investors and the government, which they call the kerambah. In contrast to the deterrence (kerambah) fish, which is mostly found in other places, the food provided is pellets, a type of fish food that is capable of damaging the marine ecosystem. In this region, Gerapu fish food, contained in kerambah, from small fish that is specifically found in mangrove forests. These fish are caught by locals and sold to the owner kerambah, thus, the sea around the Mandeh region, until the day is free from pollution (observation and interview, March 8, 2015). Utilization of Natural Around Mandeh society, especially women have knowledge exceptional local knowledge in utilizing the natural surroundings for everyday foods that nourish and drugs. In everyday life, to cope with various diseases, they are more use of plant materials, which are in the nature around. In addition, Regions Mandeh have a complete coastal morphology, it also has a hilly area with good rainfall. Therefore, in this region also grow various types of old and young plants. When making observations in this region, found a variety of crops, which are dried in the roadside and their home page, among others, is; nut, rice, chocolate, cinnamon, cloves, and gambier. This means that in addition to their work as fishermen, on certain days they were farming.

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Social Conservation based on Nation Character Building To meet the needs of everyday household, community and mandeh Nyalo River, planting a variety of different vegetables that can they consume for their daily needs, for example; eggplant, cassava, sweet potatoes, green beans, kale, banana, jackfruit, and so forth. In addition, there are several types of plants that grow on its own, but it is very useful for the daily needs of food, for example; Rimbang, fern (terong), palm (pakis), and bamboo shoots (rebung). Overall these plants cultivated by women with marine products when cooking, so the food is nutritious and delicious. Especially for young plants, whether they are planting and growing their own, an outline has two uses. First, to meet the needs of their everyday kitchen; second, to the need drugs to overcome various diseases. To cultivate herbs and seafood culinary consumption will be described in the next section. This special section, explaining how the local knowledge of women Mandeh process various types of vegetation with their local terms for use of drugs. Various types of plants, which can be used as drugs, enough available in this Mandeh area. Both derived from old plants, such as cloves, nutmeg, casiavera, and young plants such as jatropha, coconut, and various other types of vines. If children (babies) they convulsions, it will take a leaf distance, then heating it on the stove and put on the pain felt by the child. If they toothache, will be given a drug with cloves and betel nut. If they got their itching mashed turmeric, given a little oil, then heated in milk cans. Onwards, the turmeric oil is placed on the hives, in their local language call biriang (interview, February 7, 2015). Knowledge of this kind of treatment, has long they receive for generations. For young women, who experience pain when menstruating, they heated papaya leaf or leaves bluntas by their parents to be taken so that the pain becomes lost and menstrual be smooth. When a mild cough illness, they usually boil enough betel leaf, by giving a little brown sugar and cloves. If severe cough illness that they call the hundred-day cough (Batuk Cido), they will look for a kind of grass called Rumput Banto, then, the grass was squeezed and take water coupled with chicken egg yolk is beaten and drunk to the sick. Such treatments according to their highly effective and proven to be effective. From interviews and observations conducted, There are dozens of ways of traditional medicine in the treatment of various diseases based on their local knowledge and wisdom. In this paper just described most of the most prominent. Processing Culinary Coastal women, in general, not only have a wide range of local knowledge in environmental conservation, but also in the use of the natural surroundings into drugs. However, the more prominent local wisdom contained in their expertise in food processing of various types of marine biodiversity, for example; fish, shrimp, squid and clams. This is consistent with the theory of Nature, women's sexuality has a job in accordance with the nature in sexuality, which men do work outside the home, which is considered heavy, whereas, women take care of the household are considered lighter work (Arief Budiman, 1985: 1 2). Thus, the division of labor between men and women occurs naturally on the basis of the sexual division. In a patriarchal society tends, considered women's work is closely associated with domestic affairs, taking care of the household are such as; cooking, washing, taking care of children, and taking care of her husband. However, the natural process is apparently women are also able to think, to do something in accordance with the role that has been given to them. Improvisations based on the experiences they have been through, has given rise to various forms of local knowledge possessed by the women themselves. But the question today is whether the exceptional knowledge that to this day, such as the types of food processing of biological materials derived from the sea is still maintained until now or had many abandoned, due to the inclusion of consumption patterns instant and fast food had to go up to the villages, which are considered as part of the process of modernization by most people in today's Indonesia. Based on field observations in many ways specific culinary processing began to be forgotten. From interviews with mothers in the region Mandeh, Koto XI Tarusan, used for culinary made of wet fish, in local parlance they called Bada, there are dozens of species. But today is not some else they know (make). Likewise for other culinary types of fish, shellfish, shrimp, and squid. Currently there are several preparations of materials fish, shellfish, shrimp, and squid which still survive. Examples of the most popular dishes of the shells, which survived until today is rendang seashell (kalio lokan), dan sate lokan. The three types of cuisine is not only delicious but also contain high nutrient. It is estimated that there are many more types of shellfish dishes, besides the three mentioned, but has rarely been treated or has begun to be forgotten. In cultural culinary traditions as cultural capital Minangkabau, coastal residents better known as shoreline, famous for its expertise to process various types of delicacies from various marine products. While society darek (land or inland), better known as the core area of the Minangkabau, famous for food

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Proceeding of 4th International Conference on Education and Social Sciences processing expertise of meat (beef) and eel. Thus, if the community has darek experts and local wisdom in making various kinds of beef rendang, the coastal communities of experts in the process or make rendang seashell (rendang lokan) and fish rendang (rendang ikan). The most interesting thing in this section is, women Mandeh have the ability to integrate a variety of culinary dishes or derived from marine biological material with natural vegetation around them. They are very wise in identifying the types of fish that stench is higher and less, so, they know what types of plants that can be combined when the fish processing. For example, reef fish (gerapu, snapper, and the like), must have its own expertise in the process that gave birth to taste delicious and not at all feel the stench. As with the fish that they think is not too fishy, they also have their own way in the process. The ability to identify types of fish to be processed them into culinary delicious with mixes with various types of plants local to this day they have inherited from generation to generation.

Figure 2. Traditional Culinary of Lokan Next, there are several examples of various types of cuisine marine biodiversity: the first curry (head) of reef fish (gulai kepala ikan). This culinary, become, culinary very pavorit today in coastal areas by the guests who come from various regions. In processing these foods, there are some herbs that only in coastal areas, as they call the sweet basil leaves (ruku-ruku). The tree is similar to a tree basil (kemangi), but it has a much different scents. Meanwhile, in areas other than western Sumatra, except in coastal areas, there is not this tree, except the breed was developed by the coastal communities who wander. Then, there is a kind of typical acid, found only in coastal areas, which they call the acid (asam kandis), has a high tree trunk with his great-great for ball pimpong and has seeds on it. The cooking methods is the sour fruit halved then removed the seeds and dried in the sun to dry. Acid (asam kandis) will for months or for years, if placed in a dry place. Two species are is a key element in the manufacture of coral fish curry, fish curry dishes so that the slightest does not even become smelly. Local wisdom is seen in their proverb that reads "Acid on land the fish in the sea meets the pot". This means that the fish obtained from the sea, while the smoke of the hill is processed into a delicious food for daily consumption. If it is associated with the concept of ecofeminism, in most of the existing culture, women have become caretakers and protectors of biodiversity (Vandana Shiva and Maria Mies, 2005: 193). So, if it is connected with the findings in this paper, women not only produce, redevelop, consume, and to conserve biodiversity in agriculture, but also in the marine field. However, in societies that are structurally very patriarchal what the woman said consumptive and productive has no meaning. It is very influential on the patterns of development policies carried out, which is considered as the third world societies, and polarization using a capitalistic approach towards women. Arkhirnya each policy will be taken into account and rarely involve women.

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Social Conservation based on Nation Character Building CONCLUSION Local knowledge has a very deep meaning (Women's Journal, no. 56: 30). The issue of women's local knowledge can be viewed from two perspectives. First, the local wisdom of women as culture, when he dominated the women, then, the local knowledge to dominate women. Second, local knowledge rather than as a tool of domination. This local knowledge is very useful for the society. Forms of local knowledge which is discussed in this paper is the local knowledge that liberates women. In the context of local wisdom, women appeared to have the ability to solve problems that are owned. Women are able to adjust to nature. The cases in this paper shows how the women at one with nature. In a feminist perspective, it can be concluded that the disturbing nature is disturbing women themselves. REFERENCES Berita Budaya, Senin, 2 Juli, 2012 Budiman, Arief. 1985. Pembagian Kerja dan Seksual: Sebuah Pembahasan Sosiologis tentang Peran Wanita di dalam Masyarakat, Jakarta: Gramedia. Fatimah, Siti. 2014. ―Cultural Heritage in Minagkabau‖ dalam Prosiding Seminar Nasional, Pendidikan Seni Budaya dan Industri Kreatif, Padang: UNP PRESS. Journal Analisis PARIWISATA, Vol. 3, No. 1, Th. 2013. Journal JUMPA, Volume, 01, No. 01, Juli 2014. Journal Prempuan, no. 57. ―Menelurusi Kearifan Lokal‖ Kecamatan Koto XI, Tarusan dalam Angka, 2014. Shiva, Vandana & Maria Mies, 2005. Ecofeminis: Perspektif Gerakan Perempuan dan Lingkungan, Yogyakarta: IRE Press. Zed, Mestika, 2012. Teori dan Metodologi Sejarah, Padang: UNP Press.

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INCREASING INDONESIAN PUBLIC DIPLOMACY THROUGH IACS (INDONESIAN ART & CULTURE SCHOLARSHIP) PROGRAM Sri Issundari & Iva Rachmawati UPN “Veteran” Yogyakarta ABSTRACT Public diplomacy is one form of diplomatic methods developed in the post-cold war. Its function is to complete traditional diplomacy that doesn‘t put the central government as central actor but perceive society as a complement. The importance of public diplomacy is not only in the framework of creating the image state but also it encourages relationship building; understand the needs of other countries, cultures and peoples; communicate points of view; correct missperceptions and look for areas where can be found common cause. Building interaction with people from other countries is very beneficial for creating emotional closeness, avoiding misperceptions and even farther supporting foreign policy. Indonesian Art and Cultural Scholarship (IACS) is a program created by the government to strengthen Indonesia's public diplomacy. The purpose of IACS is to introduce the national identity of Indonesia that are enriched by diversity of local culture for foreign countries citizen. IACS has a significant role to support public diplomacy by increasing contact, communication and information exchanged between Indonesian citizens and foreign community. Moreover IACS also supports Indonesia boost soft power outside the region to get endorsement of the foreign community related it‘s foreign policy. Keywords: public diplomacy, IACS program, relationship building

INTRODUCTION Since 2003, the Indonesian government through the Ministry of Foreign Affairs issued a IACS program (Indonesian Art and Culture Scholarship). The program is structured in order to improve the relationship bulding with surrounding countries. The Indonesian Arts and Culture Scholarship was initially offered to and participated by the member countries of the South West Pacific Dialogue (SWpd); Australia, New Zealand, Papua New Guinea, the Philippines, Timor - Leste, and the host Indonesia. Bearing in mind the significance and advantages obtained from the program, the scholarship was expanded over the years to include the member countries of ASEAN, ASEAN+3, PIF countries, as well as many countries from all regions in the world (kemlu.go.id, 2015) IACS program part of the Indonesian public diplomacy. This program involves the public, especially young people from various countries around the world to get to know about the identity of both systems Indonesian culture, values and traditions. Awardees will live within or around the arts center, allowing for the chance to experience the local heritage and interact with local community. Synergy between theory and practices shared inside and outside the art center would undoubtedly become the driving force for shaping international cultures and norms, and will eventually strengthen regional as well as global understanding and cooperation at a people-to -people level (kemlu.go.id). IACS program which is carry out by the Ministry of Foreign Affairs shows how important it is to build a good relationships with counterpart country. Although the government has a central role in managing relations between countries through foreign cooperation, however positive response from the public outside will also be important in supporting the smooth running of that relations. Activities related with interactions involving people from different countries is one way to build a good relationship, mutual respect and appreciate. IACS program has been running more than 10 years. However, untill now there has never done an analysis of the effectiveness of IACS program in supporting Indonesia's efforts to build a positive relationship with counterparts country. This paper aims to analyze correlation between IACS program in support of the Indonesian public diplomacy through the following question: Is the IACS program supports the implementation of the Public Diplomacy Indonesia in building relationships with the counterpart country?

DEVELOPMENT OF INDONESIAN PUBLIC DIPLOMACY Public diplomacy is a part of conventional diplomacy. Public diplomacy began to flourish during the Cold War. The term ―public diplomacy‖ itself was created in 1965 by Edmund Gullion, dean of the Fletcher School of Law and Diplomacy at Tufts University . Gullion defines public diplomacy with :

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Social Conservation based on Nation Character Building ―...deals with the influence of public attitudes on the formation and execution of foreign policies. It encompasses dimensions of international relations beyond traditional diplomacy; the cultivation by governments of public opinion in other countries; the interaction of private groups and interests in one country with another; the reporting of foreign affairs and its impact on policy; communication between those whose job is communication, as diplomats and foreign correspondents; and the process of intercultural communications....‖ (Public Diplomacy‘ Before Gullion: The Evolution of a Phrase. (2006) retrieved from http://uscpublicdiplomacy.org/pdfs/gullion.pdf).

Meanwhile according to the US State Department, the definition of public diplomacy is: the government's efforts to provide insight, information, advocate and influence the international community, to improve relations between the government in order to bring an appreciation and understanding of peoples, cultures, institutions, values and policies" (Matthew Wallin, 2012). Public diplomacy strives inter-cultural communication between countries through people to people communication that is previously separated by geographical boundaries. It is communication and interaction that includes a wide range of fields and is not merely dominated by politics with the aim to promote the appreciation and tolerance. However in long term the results of people to people diplomacy could be influential in politics . Since its emergence, the existence of public diplomacy has increased in line with the interests of the state to raise its image in the international relations. One example is Germany. German public diplomacy was began in 1949 that emphasized on the effort to increase western countries acceptance related to democratic Germany. In France, public diplomacy was conducted through it efforts to expand its influence and to cultivate national grandeur. Meanwhile in small countries in Europe, public diplomacy has its own strategy, for example the Netherlands seriously conducted professionalizing publieks diplomatie in responding foreign opinion on ethical issues such as euthanasia laws and liberal policies on abortion and drugs. Meanwhile in America, the US public diplomacy was carried out by forming a special institution in charge of disseminating diplomacy namely: VOA (Voice of America) and the USIA (United States Information Agency). Those agencies were placed under the coordination of the US Foreign Ministry (Jan Mellisen, 2011). Through public diplomacy, the government seeks to inform and disseminate the influence, not only the leader but also public abroad in order to build a positive image. Public diplomacy is one of the state capital in improving strength in conducting foreign relations. Public diplomacy in this case is an asset to complement the traditional economic and military strength. Joseph Nye (2004) describes it as the "hard" and "soft" power. Hard Power is represented in the form of military power and economic development, while soft power here works by convincing others to follow or get them to agree on norms and institutions and produce the desired behavior (Joseph S. Nye, 2004). One or other is through public diplomacy. Public diplomacy is directed to non-governmental audience. Public diplomacy works to persuade public through non-political initiatives to mobilize public opinion in order to support its policies. The country seeks to improve the negative perceptions that arise and directing force of public opinion in favor of the national interest through public diplomacy (Mark Leonard, 2004, p. 4). Indeed, public diplomacy is not only correlate with improving the image of the country. According to Mark Leonard (2004) public diplomacy is about relationship building; understanding the needs of other countries, cultures and peoples; communicating our points of view; correcting missperceptions; looking for areas where we can find common cause. Public diplomacy differs from traditional diplomacy as public diplomacy involves a large number of community groups from various angles and a wide range of activities that go beyond the current government (Mark Leonard, 2004, p.9). In line with Leonard statement, according to Jan Melissen (2011), public diplomacy is increasingly based on the listening to "other", that is about dialogue rather than monologue, and is not just aimed at short-term policy objectives but also at long term relationship building (Mellien, 2011, p. 10 ). According to Leonard (2004) the impact of diplomacy public are: first, Increasing people‘s familiarity with one‘s country, second, Increasing people‘s appreciation of one‘s country (creating positive perceptions, getting others to see issues of global importance from the same perspective), third, Engaging people with one‘s country (strengthening ties–from education reform to scientific co-operation; encouraging people to see us as an attractive destination for tourism, study, distance learning; getting them to buy our products; getting to understand and subscribe to our values) and fourth, Influencing people (getting companies to invest, publics to back our positions or politicians to turn to us as a favoured partner) (Mark Leonard, 2004). Meanwhile according to Jim Murphy MP, Minister for Europe, Foreign and Commonwealth Office, public diplomacy must become an integral part of policy-making and delivery. In achieving the goal, governments must go beyond simple messaging, towards dialogue and cooperation, in collective effort to find solutions to the global challenges exemplified by climate change, violent extremism or poverty (Jolyon Welsh, 2008, p. 5). Therefore public diplomacy is not merely promote national interests in the form of a monologue and seeking people just to listen to what you want delivered, but rather to promote dialogue in order to build emotional closeness and cooperation and also solve common problems.

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Proceeding of 4th International Conference on Education and Social Sciences According to Mark Leonard (2004) there are three dimension of public diplomacy activities: first, Reacting to news events as they occurs in a way that tallies with our strategic goals, second, Proactive creating a news agenda through activities and events which are designed to reinforce core message and influence perceptions. Third, Building long term relationship with populations overseas to win recognition of our values and asseta and to learn from theirs (Leonard, 2004). Meanwhile according to Zaharna, there are three tiers of international initiatives based on the relative sophistication of their relationship-building strategies. Those are: first tier relationship-building initiatives: exchange program and visits those are: cultural & educationnal exchange programs & leadership visitis, second tier relationship building initiatives: cultural & language institutes, development aid projects, twinning arrangements, relationship-building campaigns, non-political networking schemes & third tier relationship-building initiatives: policy networking strategy and coalition building (Zaharna, 2009). As a country, Indonesia also has a policy in terms of public diplomacy. The Indonesian public diplomacy vision is improving foreign relations in regional and bilateral cooperation in various fields to achieve national interest and improving Indonesian image through public diplomacy (kemlu.go.id, 2015). Ideally the image of Indonesia in the eyes of the international public should get a positive one since it will support Indonesia in carrying out foreign policy. achieving a positive image, the Indonesian public diplomacy objectives are: first, Increased support for constituents to the assets of public diplomacy and foreign policy of Indonesia, second, the level of positive perception of the international community towards Indonesia. (kemlu.go.id, 2014). The steps in achieving its public diplomacy, Indonesia uses the concept of total diplomacy. Total diplomacy is diplomacy by utilizing all components of stakeholders and all the power lines. Total diplomacy perceives that both domestic and foreign issues as inseparable. Public endorsement in implementing Indonesian diplomacy is very important. Therefore the government attemps to close the gap between international and domestic factors, so that all components will wholeheartedly involved in politics and foreign policy (Hassan Wirajudha, 2003). The importance of public support in the framework of diplomacy is also conveyed by Anne Buckle who states the rising influence of non-state actors in foreign policy affairs of public diplomacy makes an increasingly important component of international relations (Anne Buckle). Those domestic public support are: government institutions, educational institutions, local authorities, employers, students, teachers and the general public . IACS has an important role in public diplomacy Indonesia. IACS become one of Indonesia's efforts to raise a good image in reaching a million friends a zero enemies. Indonesia aspires to be perceived as having a positive image in the form of: as the third largest democracy in the world, as a bridge between Islam and the West, as the largest economy in Southeast Asia, as countries that successfully implement the transformation, as well as a country that upholds freedom, pluralism and tolerance (kemlu.go.id, 2014). IACS is conducted in order to increase public appreciation of counterpart state that will consider Indonesia as a country that upholds freedom, multiculturalism and tolerance. IACS is also aimed to bridge communication and dialogue both domestic and and foreign community.

IACS PROGRAMS IACS (Indonesian Arts and Culture Scholarship) is one of the real efforts made by the government in implementing public diplomacy by establishing communication with people of other countries. IACS seeks to increase people-to - people contacts among the younger generation (detik.com, 2014). According to Indonesian Ministry of Foreign Affairs, the goal of IACS program is to demonstrate Indonesia‘s commitment as an initiator of the establishment of South West Pacific Dialogue and as the originator member of ASEAN in advancing the social culture cooperation in the region. The program also has an objective to encourage better understanding amongst participants from member countries through Indonesia‘s immensely diverse art and cultural heritage. Finally, the programme aims to cultivate a cultural of cooperation, emerging from direct contact and sharing of cultures amongst people involved in the program, leading to thriving diplomatic relations in the region and worldwide. (kemlu.go.id, 2015). Once complete this program, participants will return to their country and able to continue promoting Indonesia. Furthermore through this program it is expected that the conterpart public support for Indonesian foreign policy will arise. IACS program is conducted every year for 3 months. During the program, participants learn the various peculiarities of Indonesia, particularly art and culture such as dances, folk songs, customs, and religious ceremonies. They also learn Indonesian way of life and local languages to utilize it in everyday conversation. During the program, participants live in local houses and communicate directly and continuously with residents. Participants are also actively involve in cultural local activities. They attend the wedding events, circumcision (sunatan), clean village (bersih desa), ruwatan, and such activities. The participants also have opportunity to visit Cultural Centers in each region to have a better understanding about

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Social Conservation based on Nation Character Building Indonesian culture and local culture (tabloid diplomasi.org, 2014). UPN "Veteran" Yogyakarta is one of the designated agency for promoting the IACS program together with four other art galleries spread across several cities, Bandung, Solo, Surabaya, Bali, and Makassar. Those institutions organize various activities in the form of introducing local tradition to IACS participants and bridging communication between the participants and the local community. Here is below the number of IACS participants from 2008-2015: Table 1 IACS Partisipant from 2008-2015 Year Partisipant Native Country 2015 70 40 2014 70 45 2013 70 43 2012 65 40 2011 50 30 2010 64 33 2009 50 31 2008 50 30 Sources: Data kementerian Luar Negeri Based on the above data, it can be seen that each year the number of participants who join the program increased in line with the increasing of the number of participating countries. This shows that the program is getting attracted the attention of participants IACS. IACS program divide into 2 program, they are: the regular program & special program, which through this program participants gain a deeper undertanding on one form of art and culture . Every year, the theme was taken by IACS always diverse. In 2010, this special program was given to 10 young painter from 4 countries. In 2011 nine people of ASEAN who know about batik textiles were introduced to the industry. In 2012 the program was attended by 15 candidates religious leaders from 11 countries, including Indonesia. This activity is entitled "Faith Future Leaders". In 2013, the theme "Studies for Indonesian Diaspora" was conducted in International Relations Dept. Univercity of UPN ―Veteran‖ Yogyakarta and was attended by 10 participants, including from Vietnam, Germany and Russia. In 2014 the theme was "Unity in Diversity" which aimed to introduce the cultural diversity that owned by Indonesia to counterpart country. Whereas in 2015, the theme "ASEAN Community" is introduced to the participants from the ASEAN members country. This program also explains the readiness of Indonesia encounter the ASEAN Community (tabloid diplomasi.org, 2014). The theme is different every year, even so from the activities carried out by participants IACS, all within the context of introducing native Indonesian culture to foreign participants. What is learned by foreign participants during in Indonesia is expected to open their understanding of various traditions, culture and tolerance among people of Indonesia. IACS SUPPORT ON INDONESIAN PUBLIC DIPLOMACY During the cold war, more public diplomacy initiatives are carried out through propaganda as it happened in the contestation between communism and liberalime. However it is often counterproductive because it tends to manipulate the information, so that it rise sentiments and antipathy. Currently, public diplomatic by using propaganda is no longer relevant. RS Zaharna considers that public diplomacy is a social process of building relationships and fostering harmony (RS Zaharna, 2009). This framework focuses on relatioship-building and the construction of social structure to advance political objectives. Within the relational framework, education and cultural exchange programs, cultural Institutes and cultural relations represents a category of initiatives that use vehicle for building relationship (RS Zaharna, 2009). Relating to the dimensions of public diplomacy stated by Max Leonard then IACS program is part of third dimension of public diplomacy activities that build long-term relationships. IACS is focused on building relationships that develop communication through collectivist/ interdependent concern for social cohesion and harmony (Zaharna, 2009). Dialogue that involve among individuals who have diverse cultural, religions and customs backgrounds constructing mutual respect and creating emotional closeness. One or other participant IACS 2014 Stephanie Darlequiem from Suriname initially did not know that Indonesia is a multicultural country: "Before this program I did not know that there is multicultural in Indonesia" (Stephanie Darlequiem, personal communication, June 10, 2014) The same opinion is also conveyed Marco Calvi IACS participant from Italy: ―I‘ve been in Indonesia many times during the New Order and I can remember it wasn‘t a multicultural country. There was only one powerful party and almost everything was owned by one family. In the last 15 years, I

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Proceeding of 4th International Conference on Education and Social Sciences think indonesia made big step to be considered a multicultural country were every man can speak freely like in Western country‖ (Marco Calvi, personal communication, June 11, 2014).

Activities related to introduce Indonesian culture as multicultural, religious, economic system and political system of Indonesia all make participants aware of the uniqueness of multiculturalism in Indonesia. As presented by Sarita, IACS 2014 participants from Italy: ―There are more than 700 living languages spoken in Indonesia and although predominantly Muslim the country also has large Christian and Hindu populations. Indonesia's national motto is"Unity in Diversity" articulates the diversity that shapes the country, there are significant populations of ethnic groups who reside outside of their traditional regions. In Italy i think is relative same, because we don't have a lot of religions, but we have immigration from africa and from estern Europe, they people wants come in Italy and hope in a better life. So we try to live together but not always this situation is easy! Some people doesn't want live together with those people! Right now is not a peaceful situation!‖ (Sarita, Personal Communication, June 10, 2014)

A similar argument is presented by Daniel Kraus who feel that this IACS activities provide many important lessons about multiculturalism in Indonesia, even exceed from expectations: it is actually beyond my expectation, I learned a lot more than I expected (one dance, one instrument, speaking Javanese, and many new things about politics in Indonesia). I had also hoped for new friendships before I came to Indonesia, and now I am confident I got a lot of new friends from all over the world, including many new friends in Indonesia of course, I think the material provided also helps me with my future studies towards Indonesia (Daniel Krauss, personal communication, June 10, 2014).

Even Furthermore Daniel admired the way the Indonesian people tried to maintain the tradition amid the influx of foreign influences: ―..hmmm, I know that all Indonesian citizens can live after the principle bhinneka tunggal ika, and still maintain their own culture, which is a very good thing that many countries lack. unfortunately, a lot of small cultures, traditional dances, regional languages, and other cultural heritages that are considered "old-fashioned" by the youngster, have already been lost, but the Indonesian people try to keep up their own culture, this can also be seen in the BSBI performance where art centers from 6 parts of Indonesia contribute to unify Indonesia despite being culturally different‖ (Daniel Krauss, personal communication, June 10, 2014).

The new experience carry out directly by IACS participants while communicate with the local community shows that there is an intensive communication in introducing each culture. Plenty of activities such as: visiting places of worship, visiting art center, planting rice, making Kupat, playing gamelan, watching jathilan, learning dance provide new ways for the exchange of values and knowledge. It can be seen that the pivotal feature in relational framework and public diplomacy initiatives focus on the identifying and building relationships. Through IACS, the participants directly involved in community activities. They follow the traditional activities of the local people, conduct observations and compare with other regions in Indonesia. Katherine Kuznetsova IACS participants from Russia, not only describe multikulur in Indonesia in general but also able to compare indicators of regional disparities that exist in Indonesia : ―I know that there are a lot of different nationalities in Indonesia. All of them have different culture, customs and religions. I have been on Bali and lived in a Jogja so I can compare these two islands. The main difference is the religion which people confess. The majority of Balinese are Hindu but in Jogjakarta the main role Islam plays that is why the culture on Bali is so different from Jawa. But all the nationalities tried to live peacefully with each other and maintain the motto "Bhineka tunggal ika".(Katherine Kuznetsova, personal communication, June 11, 2014)

IACS activity are not only introduced with pluralism in Indonesia but also marked by dialogue and communication about each other's culture. Nguyen Thanh Hai, participant of IACS 2014 from Vietnam compare religious conditions in Vietnam and Indonesia, where almost all of the people of Vietnam are Buddhism, while in Indonesia is very diverse ―I think the biggest difference between muticultural in my country and Indonesia would lay in the difference in religion. In my country the majority of the people either have no religion or just live closely to Buddhism. So i would say we don't really have much of difference in our idelology of what the people believe in life. In Indonesia there's a big difference between two major religions which are Muslim and Christian but in Vietnam we don't have that. So we don't have so many difference in religion and therefore less problems that occur because of differences in religion. But there are still cultural differences among different regions in Vietnam that's similar to Indonesia but I think each and everyone of them also try to accept others' differences and live well together‖. (Nguyen Thanh Hai, personal communication, June 12, 2014)

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Social Conservation based on Nation Character Building Meanwhile Daniel Kraus, partisipan of IACS 2014 from Germany observes that multiculturalism Indonesia and Germany are different. Multicultural Indonesia comes from indigenous peoples that had been varied since Indonesia was born, while in Germany multiculturalism emerged from migrants whom later lived in Germany for a long time. ―in my country, multiculturalism only comes from immigrants, since Germany has not many different cultures, most of them consider themselves "German" (we still have Bavarian, Sorbian, Frisian, and some other lesser know). so, I can say that Indonesia in general seems more like Europe to me, the provinces of Indonesian being comparable to the countries of Europe. Germany is not originally multicultural, but has become very multicultural now due to Turkish, Arabic, Eastern European immigrants, many East Asian immigrants and so on while Indonesia is originally multicultural, the only big immigrant group here is Chinese‖. (Daniel Krauss, personal communication, June 10, 2014).

Even Narmin Hazanova, IACS 2014 participants from Azebaijan admire the Indonesian strategy to maintain unity since the challenges in dealing with minorities in Indonesia is larger than the Azerbaijan minority communities which are not too flashy : Azerbaijan is a country at crossroads of numerous cultures, religions and civilizations. We also have ethnic minorities, but if we compare with Indonesia, in Azerbaijan national minorities constitute 9.4 % of the population of Azerbaijan. The equality of all citizens without any ethnic, national, religious or linguistic definition is guaranteed by the Law. despite all differences in its multicultural society in Indonesia, there is a true sense of unity among the people of Indonesia. in Azerbaijan also we don't have any conflict among ethnic minorities. (Narmin Hazanova, personal communication, June 12, 2014)

Dialogue that occurs between local communities with foreign youth participants of IACS show how people to people communication is carry out collectively in which people put togetherness as the most important matter than than individuals. This phenomenon has been described by Geertz Hofstede (2005) in the collectivism-individualism paradigm. One characteristic of a society that embraces individualism values is that individuals is more interested for not being part of groups. Furthermore, individuals also emphasize personal matter over group goals, and individual rights above the interests and responsibilities of the group. These characteristics are reflected in the style of conflict resolution that are domination and confrontation. In domination and confrontation clearly illustrated that individual tends to defend their own interests. In contrast, the characteristics of the people who embraces collectivist values are individuals who choose to live together and become part and group (Hofstede, 2005). In addition, individuals also emphasizes on group matter over personal goals, as well as emphasize the wishes and interests of the group is above personal interests. These characteristics is in line with the style of conflict resolution chosen that is to negotiate or to avoid conflict. This the second method the individual seeks to respect others and the common good compared to his personal interests. In IACS program, all the participan put themselves as collectivism. They avoid to conflict each other by living together and respect other to become part part of a group. The thing that makes them easy to learn Indonesian culture and other cultures that had never known before. The results of this IACS activities raise positive impact. Stephanie Darlequin, alumnus of IACS 2014 from Suriname is keen to introduce Indonesian culture in Suriname by opening Indonesia shop in Suriname where she sell Indonesian stuff such as: Kebaya, Batik clothes, batik shoes, kitchen stuff and so on. It's name is Boutique Beautiful. These items were brought at the time of IACS program. Emotional closeness is felt also by the participants IACS, Tran Thi Cam Huong, alumnus of IACS 2014 from Vietnam. Following this IACS program she felt that Indonesia is like a second home after Vietnam. She also hopes that more students from Vietnam will follow IACS program next year. This will support and enhance bilateral relations between Indonesia and Vietnam (IACS, 2015, p. 141). Meanwhile alumnus of IACS program in 2012 from the Netherlands named Reenie Roos together with the new Indonesian ambassador in the Netherlands established the Netherland-Indonesian organization called the IndonesiaNetherlands Youth Society (INYS) in 2012. INYS is a youth led organization which aims to improve the long-term bilateral relationship between young & professionals Indonesia and the Netherlands to connect each other encouraging a better communication (IACS, 2015, p. 124 ). In addition, alumnus of IACS program in 2013 Brune Charvin from France, made a documentary about Pakarena, traditional dances to broadcast the beauty of South Sulawesi culture to his country's (Al Busyra Basnur, 2014). Emotional closeness of participants between IACS program on Indonesian culture is evident from their efforts to maintain contact with things related to Indonesia in the form of a culture and build relationships between peers. The boundaries of countries, regions, cultures and religions become faded, and then replaced with closeness, togetherness to share and exchange information. The result from IACS program is similar to the one presented by Leonard: it is important not just to develop a relationship but to ensure that people take away roomates experiences are positive and that there is follow-upp afterwards (Max Leonard, 2004, p. 6).

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Proceeding of 4th International Conference on Education and Social Sciences For the Indonesian government it is certainly very useful for its efforts in order to spread the soft diplomacy in the form of appreciation and support of the public outside of the foreign policy.

CONCLUSION IACS participants' understanding of the multi-culture in Indonesia indicates that the program is well received by the participants. Interaction and communication involve IACS participants, IACS otganizer and the community shows that there is sharing of information and emotional closeness between the participants and the local community. IACS participants and local community trust each other, promote mutual appreciation and building relationship. Building relationships is not a means for enhancing national individual images or policies, but an end in itself that "contributes to a better international environment". Although Relationship building is done through face-to-face in a personal level but through this communication society becomes more open and understanding of different situations, and mutual understanding. It can be said that the ideal of public diplomacy is now more directed at coordination rather than control because it will bring up a dialog that built control mutuality and trust building. In the long run this will certainly be beneficial to the outside community support for Indonesian foreign policy

REFERENCE Basnur, Al Busya.(2015) Pemuda Indonesia dalam Diplomasi Budaya Indonesia. Direktorat Diplomasi Publik Dirjen Informasi & Diplomasi Publik Kemlu RI. Beasiswa Seni dan Budaya Indonesia; Indonesian Aarts & Culture Scholarship (Kesan dan Pesan) Jakarta: Direktorat Diplomasi Publik. Buckle, Anne. The New Diplomacy: Devising a Relational Model of Public Diplomacy. Pursui: The Journal of Undergraduate Research at the University of Tenneessee. Vol. 3:2. http://trace.tennessee.edu/cgi/viewcontent.cgi?article=1105&context=pursuit. Cull, Nicholas J. (April, 2006). Public Diplomacy‟ Before Gullion: The Evolution of a Phrase. http://uscpublicdiplomacy.org/pdfs/gullion.pdf. Direktorat Diplomasi Publik Kementerian Luar Negeri RI. (2015). Beasiswa Seni dan Budaya Indonesia, Indonesian Art and Culture Scholarship (Kesan & Pesan). Jakarta: Direktorat Diplomasi Publik Kementerian Luar Negeri RI. Hofstede, Geert. Dimensionalizing Cultures: The Hofstede Model in Context. Universities of Maastricht and Tilburg The Netherlands. retrieved April 12 2015 from Online Readings in Psychology and Culture, 2(1). http://dx.doi.org/10.9707/2307-0919.1014 Leonard, Mark. (2002). Public Diplomacy. London: The Foreign Policy Centre. Melissen, Jan. (2011) Beyond The New Public Diplomacy. Netherland: The Netherland Institute of International Relations Clingendaels.. Nye, Joseph S. Jr. (2004) Soft Power, The Means to Succes in World Politics. New York: Public Affairs. Wallin, Matthew. (2012). The New Public Diplomacy Imperatives; America‟s Vital Need to Communicate Strategically, Washintong DC: White Paper August retrieved from AmericanSecurityProject.org. Welsh, Jolyon. (2008). Engagement, Public Diplomacy in Globalized World. London: Foreign and Commonwealth Office. Wirajudha, Hassan. (2003). Diplomasi Total di Era Reformasi dalam Seminar Public Relations. Pergeseran Paradigma PR: PR Konvensional vs PR Modern. Jakarta: 20 Februari 2003. Intermatrix Communication Hotel mandarin Oriental,. Zaharna, R.S. (2009). Mapping out a Spectrum of Public Diplomacy Initiatives: Information and Relational Communication Frameworks. Routledge Handbook of Public Diplomacy. Routledge: New York. Indonesian Art and Cultural Scholarship Reguler Program (10 March -22 June 2014).(2015) (http://www.kemlu.go.id/rome/Documents/BSBI%20Reguler%202015/BSBI%202015.pdf). Beasiswa Seni dan Budaya Indonesia (BSBI) Mengenalkan Ragam Identitas Dan Kepribadian Bangsa Indonesia http://www.tabloiddiplomasi.org/previous-isuue/204-4-articles-november-2014/1779-beasiswa-seni-danbudaya-indonesia-bsbi.html diakses tanggal 21 April 2015-03-21 Renstra Kementerian Luar Negeri periode 2010-2014. retrieved from http://kemlu.go.id/Documents/Akuntabilitas/Revisi%20RENSTRA%20Kemlu%2020102014%20FINAL.pdf) 70 Pemuda dari 43 Negara Terima Beasiswa Seni Budaya Kemlu RI‖ retrieved April 23 2014 from http://news.detik.com/read/2013/06/07/181622/2267511/10/70-pemuda-dari-43-negara-terima-beasiswaseni-budaya-kemlu-ri Akses tanggal. Indonesian Arts and Culture Scholarship (Regular Programme) Retrieved 21 Maret 2015 from http://www.kemlu.go.id/Pages/InformationSheet.aspx?IDP=107&). Beasiswa Seni dan Budaya Indonesia (BSBI) Mengenalkan Ragam Identitas dan Kepribadian Bangsa Indonesia. Retrieved 21 April 2015 from http://www.tabloiddiplomasi.org/previous-isuue/204-4-articles-november2014/1779-beasiswa-seni-dan-budaya-indonesia-bsbi.html. Informan

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Social Conservation based on Nation Character Building Stephanie Darlequiem, personal communication, June 10, 2014 Marco Calvi, personal communication, June 11, 2014 Sarita , personal communication, June 10, 2014 Daniel Krauss, personal communication, June 10, 2014 Katherine Kuznetsova, personal communication, June 11, 2014 Nguyen Thanh Hai, personal communication, June 12, 2014 Narmin Hazanova, personal communication, June 12, 2014

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INTERNALIZATION OF CIVILIAN POLICE CHARACTER IN POLICE EDUCATION FROM HISTORICAL PERSPECTIVE Subagyo, Tsabit Azinar Ahmad Department of History, Faculty of Social Sciences, Semarang State University ABSTRACT After the end of the New Order, there was an attempt to make reforms in Indonesian Police. One important aspect of police reform is reposition of police officers as non-militaristic institution. The idea raised in the police reform is civilian police force. Attempt to change the paradigm of the police into civilian character is done through education, one of which is through Police Academy. Through historical research, this paper outlines the changes and the process of police education at the Police Academy towards the establishment of a civilian police character. Before the reform, education at the Police Academy was integrated under the Armed Forces Academy. Police education was still militaristic since it was started from an attempt to establish similarities in cadets mindset. Since the reform, the Police have attempted to develop value systems. In the latest curriculum of the Police Academy, it is explained that time allocation of Police Academy program for applied bachelor degree is four years. In the field of parenting, the latest curriculum has implemented the core values of character education. The application of this value is a strategy that is able to instill the value optimally. There is one competence reflecting civilian character of the police, that is "able to collaborate with and have good social sensitivity and concern for the community and the environment". Thus, reform in the Police Academy education has led to the nature of the police as "armed civilians". Keywords: Reform, Education, The Police, Police Academy, Civilian Police

INTRODUCTION In Indonesia, after the 1998 Reform, there is a change in the paradigm of police from militaristic to civilian police character. As a positive response to the change, later born MPR Decree / VII / 2000 on the separation and the role of institutions, that places the Military under the Ministry of Defense, while the Police are directly under the President. The follow-up of the MPR Decree was promulgation of Law Number 2/2002 on the Indonesian National Police and Law 3/2002 on National Defense, which is also related to the role and position of the Indonesian National Military in their collaboration with the Police. The handling of security and public order disturbances are no longer carried out with military approach, but more persuasive. By promoting a more humanistic personal approach, the Police slowly but surely become part of civil society. However, it must be acknowledged although it has separated from the Military, but the military character in the Police is still a serious problem. The Police with a variety of situations and conditions, continue to make significant changes in the execution of their duties in promoting human rights award, as embodied in the Act Number 2 of 2002. The change in the paradigm of the Police from a militaistic institution to a more civilian one was still facing some problems. The existence of police in many countries, especially developing countries is still surrounded by military spirit. Rahardjo (2002: 43) states that the essence of the Police is that they are part of the civil and carry out the functions of law enforcement, as part of the function of police. In a real definition, the relationship between the role and function of the police with the community, especially in developing countries is associated also with the political system and the government of a country. In Malaysia, for example, because of the good administration and management of the police, it is hardly found a serious constraint in the relationship between police and community. While in the Philippines, the same process as in Indonesia also occur, where the military culture of the police force a change in the format of the regional/ autonomous police becomes national police. Although the pattern of the relationship between the community and the police are going well, the Philippine can control the performance of their police through police commission established as a supervisory agency of the police performance in the country (Muradi, 2007: 2). Meanwhile we can also observe that in the society, perception on the conduct of police duty bring effects that are not in line with expectations, especially in the resolution of various problems demanding resolution as soon as possible. Various community feedback related to the police profession have an impact on the members, resulting in unfavorable conditions due to its position. Following up on the issues, the Chief of Police reforms the organization (structural reform), the legislation (instrumental reform) and the police culture (cultural reform). Efforts to balance the duties, functions and role of the Police as one of the democratic-characterized government institutions have been done

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Social Conservation based on Nation Character Building since the beginning of the reform. The improvement was made by organizational improvement and also police culture strengthening. Police Structuring is continuously done to improve the performance of the Police in providing services, securities, and protection to the public. As a basis for achieving organizational objectives, reliable human resources is required, and adequate human resources can be prepared through education. In a further development, it is expected that through police education, the civilian character of the police can be built, in an attempt to improve its functions and duties. Police imaging will improve with the increased quality of human resource development. The discussion triggers the need to analyze a historical study on the internalization of civilian police character in education world. This is necessary because the reforms in the Police also include reforms in education, especially education for cadets at the Police Academy. Therefore, this study more specifically attempts to conduct analysis on the reform and change in police education related to the investment of civilian police character at the Police Academy.

RESEARCH METHODOLOGY This research uses historical approach through literary and oral history. Sources of data are collected from Central Java archive collection, Central Java Local Library, Yogyakarta Local Library, and Police Academy Library. In this research, key informan is Inspectorate General of Police Drs. Eko Hadi Sutedjo, S.H. M.Si. (the former Police Academy Governor), Inspectorate General of Police Drs. Pudji Hartanto Iskandar, M.M. (the present Police Academy Governor), Brigjen Pol. Drs Sriyono (the former Police Academy Vice Governor), brigadier general of police Drs. Edy S Setjo, M.M. (the present Police Academy Vice Governor), and some officers of Police Academy. Documents used in this research are various laws and decrees of The Chief of The Indonesian Police and the Governor of Police Academy on education process in Police Academy. In analyzing the data found in the research, the researcher uses approach of pedagogical theories. This is due to the concern of the researcher to know how the role of education and transformative leadership is in the change of police paradigm to become civilian.

RESULTS AND DISCUSSION The Caracter of Civilian Police in Indonesia Police reform is a demand that should be carried out. This aims to make the Police in line with the change in community. The change in social condition of society has demanded the establishment of a civil society that uphold the value of justice. Locke, Rousseau, and Adam Smith as quoted by Rahardjo (1999: 142) stated that civil society is the product of society development in a more advance stage that has rationality as steps to improvement. Gramsci said that in civil society, there are organizations attempting to serve public. Civil society also have the ability of management. One of the important components developed in civil society is the existence of civilian police. Hutasoit et.al (2004: 402) stated that the growing of police culture can only happen in civil society. By civil society, the role of police will be controlled, so that their duty as the guardian of civil values can grow naturally. Giddens (2002: 100) explained that nowadays police role is needed to handle the problem of crime in society. The way to do the role is not by increasing the number of police personnel but by developing collaboration between police and citizen. Police have to cooperate with residents to improve local community standards and people‘s behavior by utilizing education, persuasion and councelling instead of charge before the court. Therefore the police should mingle with residents. The new paradigm in the Police according to Giddens (2002: 101) is not merely law enforcement but can be done by reintegrating the process of making police policy with the community. Civilian police is a new perspective in the development of Indonesian police. The emergence of civilian police paradigm was at the same time with the development of the concept of civil society. Civilian police is the purpose and main agenda of police reform (Muradi, 2007:18; IDSPS, 2008:2). In Indonesian context, it can be seen from the political decision to separate the Police from the institution and command of the Indonesian National Military on 1 April 1999 with the Presidential Decree Number 2 Year 1999. This decision is enforced by the Decree of MPR/VI/2000 on the separation of the Indonesian Militray and the Police, and The Decree of MPR/VII/2000 on the role of both institution, by placing the Military under the Department of Defense and the Police under president. Following the two decrees is the issuance of Law Number 2 Year 2002 on the Indonesian Police and Law Number 3 Year 2002 on Nation Defense, which is also related to the role and position of the Military in their role to help the Police.

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Proceeding of 4th International Conference on Education and Social Sciences The term ―Civilian Police‖ emerging in the reform era can be said as ―police of people for people‖. The close relationship with the people is an important characteristic of civilian police. Wherever in the world, police are classified as para-militer force that must work hard to be capable of "moving away from military configuration". Civilian police are more represented by ―service‖ rather than force (Hendrayana, 2010: 61). Civilian police can literally be defined as civilized police, and that can only be built in a democratic society. Therefore, police uphold democratic principles such as central individual right, freedom, transparency, public responsibility and many others (Umar, 2008:3). Institute for Defense Security and Peace Study (IDSPS), an institution concerning reform advocation of security sector explained that the word ―civilian‖ in the term ―civilian police‖ has some deinitions, among which are: (1) Civilian Police respect civilian rights; (2). Civilian Police prioritize humanitarian approach. Civilian Police have cultural attitudes such as polite, courteous, friendly, nonviolent, and persuasion-oriented as their main characteristics; (3) The function of the police is to create domestic security, order in society, services and assistance to the community, law enforcement and community policing; (4) civilian police serve the interests of society which is the owner of authority (IDSPS, 2008: 2-3). Muir (1997: 4) describes the civil discourse of police. A civilian police build and develop employment network and more complicated action than simply "enforce the law". It begins with an interesting answer to an interesting question, that is "how and who is a truly good police?". By Muir, the fundamental question was answered with the following sentence "A policeman becomes a good policeman to the extent that he develops two virtues. Intellectually, he has to grasp the nature of human suffering. Morally, he has to resolve contradiction of achieving just ends coercive means." Then, Muir gave assessment on a police having the two virtues as "A patrolman who develops this tragic sense and moral equanimity tends to grow in the job, increasing in confidence skill, sensitivity, and awareness". From various interpretations stated before, civilian police can be understood as a police character who uphold civil rights through actions upholding the humanitarian approach. Definitions of civilian police as described before are in line with the vision of the Indonesian National Police, which emphasizes that the police are protectors and servants of the people, which is always close and together with the community; the police are professional and proportional law enforcer upholding the rule of law and human rights; the police are guardian of public security and order to realize domestic security in a democratic national life and prosperous society In Indonesia that adopts democracy, civilian police are police who reflect the character of a democratic police. Under the principles of democracy, civilian police are required to show a close relationship with the served community through a more humanitarian than power approach. The police in a democratic country uphold the implementation of its mission to maintain security and public order also enforce the law as a form of ministry. While power is used only in urgent situations, and should be proportional and professional.

Police Education before Reform Before the reform, education at the Police Academy was integrated under the Armed Forces Academy. In this case, based on the Decree of the Chief of Police Numbered Pol Skep / 1846 / XII / 1998 on Education Control Tools of Police Academy Cadet Battalion Academic Years 1998 / 1999-2001 / 2002, it is explained that police academy cadets must follow the early stages of education (Dasrit) for twenty weeks. The early stage of education is divided into (1) a two-week orientation period of education at the Police Academy; (2) 13 weeks of Candradimuka Soldiering Basic Education at the Military Academy; (3) fiveweek period of matriculation at the Police Academy. One thing that is interesting from the education system and the planting of characters in the Police Academy before the reform is the existence of an integrated curriculum that requires police curriculum in common with other forces (Army, Navy, and Air Force). The integrated curriculum is based on the Armed Forces Decree Numbered Skep / 109 / II / 1986 on the Principles of the Implementation of the Academy Integrative Education. This letter was issued during the reign of General LB Moerdani. In these regulations, it is explained that the academy integrative education is "... Education to equalize mindset, attitudes and insights that are an integral part of the educational system of the academy to contribute to efforts in achieving the goals of education of the academy ..."

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Social Conservation based on Nation Character Building From the statement, it is clear that police education is still militaristic since it is started from an attempt to establish similarities of cadet mindset. The process of establishing the similarities is reinforced by the educational process carried out in the Armed Forces Academy in Magelang for 13 weeks. Indonesian Military Force integrative education followed by the Police Academy cadets before reforms have educational philosophy of Dwi Matra Purwa Cendekia Wusana, which means Indonesian Military Force education essentially realizes Indonesian as Pancasila warriors who are proficient and skilled in his profession as defense and security forces, and social politics forces (Decree of the Commander Numbered: Kep / 04 / IX / 1987). In 1986, integrative syllabus requires similarity in (1) subjects of struggle, such as history of national struggle, P4 (guidance on the implementation of pancasila), Constitution of 1945, GBHN (guidelines on the course of the nation), insight of the archipelago, national defense, Law Decree number 20 in 1982, Cadek, Sishankamrata, Dharmapusaka-45 , and leadership; (2) knowledge of basic technology, such as ideology, politics, economy, society, culture, military / defense, law, logic, Indonesian language, English language, physics and basic nuclear, basic math, basic electronics, management. Entering the 1990s, police training in the Police Academy experienced some adjustments. Based on the Decree of the Chief of Police Numbered Pol Skep / 1846 / XII / 1998, integrative curriculum is not as dense as the previous period. Integrative curriculum implemented in 1998 include: first, Basic Integrative Training of Soldiering (named Dikdasjurit Chandradimuka). This training is done integratively in magelang in order to shape attitudes, mental and physics of potential cadets to enter military life so that they have basic skills and abilities as soldiers. The basic soldiering training lasts for 13 weeks ending with multiple exercises. Second, Cadet Integration Sports Event. This activity aims to nurture the soul and spirit of integration among cadets through sport. This activity are then expanded to contest of leadership, English discussions and seminars so that there are more cadets involved in this activity. Third, Elder Cadet Integration Exercise. This exercise is only followed by a final level cadets and students with the aim of strengthening the soul and spirit of integration among cadets, students and the community through various activities such as counseling, social research, fighting travel, promotion and devotional works in the society. Fourth, Prasetya Perwira. It is an inauguration and vowing ceremony of juvenile cadet graduates. This activity was implemented integratively and in turns since 1967 in the academy section with inspector of ceremony, President of the Republic of Indonesia. From 1985 to 2003, Prasetya Perwira was held at the Merdeka Palace, in 2004 it was held back in the Academy in turns. In the field of training and care, integrative exercises include (1) Latsi Chandradimuka (Basic Soldiering Exercise) + RPS (the Route of Indonesian Guerilla Hero General Sudirman). It is education with emphasis on training efforts in order to acquire practical skills and common basic soldiering skills. This exercise is then proceeded by trailing General Sudirman guerrilla route. (2) porsitar / trengginas, it is a cadet integration sport events and skill competition in the form of sport and military competitions; (3) Latsitarda Nusantara, it is an integration exercise of taruna wreda nusantara (elder cadets) in the form of community services, guidance, social research, military academy promotion and gathering journey to strenghten integration among cadets and the community and broaden cadets‘ horizon (Decree of the Commander Number: Skep / 109 / II / 1986). In parenting, common norm and pattern of integrative parenting include (1) the organization and the corps of cadets; (2) koporlap (Calendar of Sport and Field Education) and cadet uniform; (3) porsiptar (cadet and student integration sport events); (4) the code of honor, manners, and special rules for cadets; (5) drums flute; (6) physical samapta (alertness) coaching in order to develop the personality of cadets; (7) the standard diet of cadets; (8) obligatory books about struggles and (9) colloquium. Educational outcomes of police education is First Officer Police having Pancasila, Tri Brata, and Catur Prasetya, and Sapta Marga personality. Sapta Marga is a soldier oath containing seven oaths as follow: 1. We are the citizens of the Republic of Indonesia which are Pancasila-spirited. 2. We are the patriots of Indonesia, supporter and defender of the state ideology who are responsible and relentless 3. We are the knights of Indonesia, which is devoted to God Almighty, and defend honesty, truth and justice 4. We are the Indonesian National Armed Forces, is the Bhayangkari of the State and Nation of Indonesia. 5. We are the Indonesian National Armed Forces, uphold discipline, submissive and obedient to the leadership and uphold the attitude and honor of Soldiers. 6. We are the Indonesian National Armed Forces, prioritizing heroism in the performance of duty, and always ready to devote to the State and the Nation.

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We are the Indonesian National Armed Forces, faithful and keeping promises of Warrior Oaths. Sapta Marga which is integrated into the value of education for police in Indonesia before the reform indicates the militaristic character of the police.

Police Education Reform in the Police Academy after the Reformation Reform has brought a series of changes in life in Indonesia, including the change of the position of the police. Reforms in police education start from the idea of reform in the police. Based on MPR Decree Numbered X / MPR / 1998 on the Principles of Development Reformation in the Context of National Life Rescue and normalization as State Policy, it is stated the need for reforms in the legal field. Reforms in the legal field were motivated by the efforts to respond crisis in the field of law which aims to establish and implement the law to realize order, tranquility, and peace of the community. Reforms in the field of law require firmness on the functions and powers of law enforcement officials. In the regulation, there is a designed agenda about strict separation of functions and powers of law enforcement officials, in order to achieve proportionality, professionalism, and intact integrity. One important component is related to the position of the police as law enforcement officers. Following up on this, BJ Habibie on 1 April 1999 issued Presidential Decree Numbered 2 of 1999 on Policy Measures on Separation of the Indonesian National Police from the Armed Forces of the Republic of Indonesia. This decision was motivated by a desire to advance the professionalism of the police and enhance its role as state law enforcement tool. Therefore, it is necessary to review the position of the Indonesian National Police as an integral part of the Armed Forces of the Republic of Indonesia. Instruction of President Numbered 2 of 1999 explains that some measures are necessary in the reforms of the Indonesian National Police by giving the system and implementation of power and operational guidance of the Indonesian National Police to the Department of Defense and Security of the Republic of Indonesia. The instruction as one of the measures in the context of the separation of the Indonesian National Police from the Armed Forces was then followed up with a decision of the Minister of Defense / Commander Numbered Kep / 05 / P / III / 1999 dated March 31, 1999 on the devolution of coaching implementation authority of the Indonesian National Police from the Commander of the Armed Forces to the Minister of Defense whose realization was implemented on 1 April 1999. Handover ceremony was conducted at the Armed Forces Headquarters in Cilangkap marked by the delivery of the Indonesian National Police Banners from Chief of General Staff of the Armed Forces, Letjen Sugiyono, to Secretary General of the Department of Defense and Security of the Republic of Indonesia, Gen. Roesmanhadi (Djamin et al, 2006: 471). Entering the year of 2000, the efforts to separate the military and police gained legitimacy through Decree Numbered VI / MPR / 2000 on the separation of military and police. MPR (People Consultative Assembly) is motivated by the desire to do repositioning and restructuring of the Armed Forces of the Republic of Indonesia as the demands of reform. The efforts of separation between the military and police are also caused by "confusion and overlap between the role and function of the Indonesian National Army as a state defense force with the role and duties of the Indonesian National Police as a force security and public order." Djamin (2006: 472-478) noted that after the issuance of MPR Decree Numbered VI / MPR / 2000, Chief of Police at the time, Gen. Pol. Drs. Rusdiharjo issued a policy that redefined the position, duties, and the role of the Police in accordance with the aspiration of the society that leads to a more democratic country life in the order of civil society. At that time, the Police issued doctrine "Tata Tentrem Kerta Raharja" (peaceful and prosperous). On July 1, 2000, the Police was separated from the Department of Defense. Through Presidential Decree Number 89 of 2000, the Police are under the authority of the President and responsible to president. Changes within the Police make it increasingly independent with the issuance of Law Number 2 of 2002 on the Indonesian National Police. Changes within the Police also influence changes in the police academy. Along with the separation of the National Police from the military, the educational curriculum and cadet identity of the Police Academy were gradually replaced. Based on the Decree of the Chief of Police Numbered Pol Skep / 389 / IV / 1999 dated 9 April 1999 on Independent Police Academy, Police Academy since 10 April 1999 was stated to be separated from the Military Academy, the Naval Academy and the Air Force Academy. In the context of administration, the Police Academy is also separated from the military academy command post (Indriyanto, 2012: 250-251). However, during the transition period, ie in the academic year 1999/2000, the implementation was still a part of the military academy. The independence of the Police Academy in conducting education started in the academic year of 2000/2001. In 2000/2001, the Police Academy cadet recruitment was fully implemented by the Police. The implementation is started from the local level by the

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Social Conservation based on Nation Character Building Regional Police and the central level, and chaired by the Chief of Police Aspers involving the Police Academy as an educational institution.. Changes in the Police Academy also include changes to the logo. On 24 October 2003, Police Chief General Dai Bachtiar inaugurated a new Police Academy logo by replacing the words "Atmaniwedana Kretakarma - Aryawirya" with the words "Dharma - Bijaksana - Ksatria" and a ribbon reading "Police Academy" which was initially separated at the top, then rolled together into a coherent whole in the Tri-Brata shield. Related to education reform in the Police Academy, in 2002 a comprehensive police education was set based on the Decree of the Chief of the Police Numbered Skep / 962 / XI / 2002. Education is held for six semesters or three years in a row, plus the six-month internship. Later, education program in the Police Academy based on the Decree of the Chief of the Police Numbered Pol: Kep / 60 / XII / 2002, uses 5: 3 educational pattern. That is, 5 months used for basic education and their matriculation, each of which is 2.5 months, and 3 years for learning process (Lebang, 2003). Basic education in the Police Academy took place from the first time cadets started the education, and consists of several steps that must be passed, namely: (1) Orientation Phase; (2) Physical Formation Phase; (3) Bhayangkara Basic Formation; (4) Rounding off Phase (Lat Pre Wira Bhara). After completing primary education, it is followed by matriculation, that is, the prerequisite courses to be taken to meet the shortfall in order to be par with other participants who participate in educational programs that are being pursued. After completing matriculation, it is followed by the police matra education that takes place in 6 semesters with courses as stated in the curriculum structure plus 6 months of internship, with the timing of academic activities as much as 10 hours, 6 hours of care activities, and 8-hour rest period. To show the ideal performance of the Police Academy education, the pattern 5: 3 is used, where the apprentice is carried out after the cadet is sworn as officer and it is held in the place where the officer works, and under the guidance of regional police in the process of apprentice. This pattern is quite relevant to implement the education system, because in the process of learning, sequences of steps are necessary to establish a professional police officer. In the history, in 2007 and 2008, the Indonesian National Police through the Police Academy has issued a policy to accept students from undergraduate and postgraduate students. However, based on current developments in the world of higher education and elaborated with the results of the analysis and evaluation of the Police Academy cadets recruited from scholars, the Police Academy proposed to the Headquarters of Indonesian National Police that the input of the Police Academy are senior high scool students. The Headquarters of Indonesian National Police gave good response to the proposal, then in 2009, the source of the Police Academy cadets are recruited from senior high school students until now. Since 2010, the National Police concentrate on how to improve the quality of educational programs of Police Academy cadets, so that the output can get bachelor degree of police science. Prior to 2012, Police Academy trainings are classified into: (1) Matra / Profession Exercise, which consists of Pre Bhara Exercise, Teenage Cadet Exercise of Purwa Bhara, Basic Proficient Scoutmaster Exercise, Adult Cadet Exercise of Madya Bhara, Elder Cadet Exercis of Wasana Bhara, Student and Cadet Integration Sports Events, and Pasis-Assignment Exercise I and II; (2) Scientific Police Exercise, which consists of Research, Scientific Writing and Discussion Exercise; (3) Cadet Integration Exercise (Latsitarda Nusantara) and Struggle Exercise (Lebang, 2003: 175). In the early 2012, the Police Academy underwent changes again. Usadi (2012: 163) notes that since January 3, 2012, the Police Academy implemented the undergraduate program of STIK (Police Science Academy) – PTIK (Police Science College) outside the domicile. This was done with the aim of improving the competence of police officers to face various tasks challenges. Cooperation between the Police Academy and STIK-PTIK is motivated by the desire to produce police science bachelor. However, in order to avoid overlap between the institutions that previously held undergraduate program, namely STIK-PTIK, it is necessary to build cooperation between the Police Academy and STIK-PTIK (Indriyanto, 2012: 252). Police Academy effort to produce bachelor degree increasingly gained ground after the Chief of Police on 30 April 2013 issued the Chief of Police Decree Numbered KEP / 303 / IV of 2013 on the implementation of applied bachelor degree. Then Minister of Education also issued operating licenses for Police Studies program (D-IV) at the Police Academy through Decree Numbered 231 / E / O / 2013 on 17 June 2013. Through the implementation of applied undergraduate, cadets follow 60% practice and 40% theory. Then there is also the addition of five skill enhancement training in five technical functions, including criminal, intel, traffic, shabara (one of the task units in provincial police), and community guidance (Police Academy News, 2014: 16). In the latest Police Academy curriculum based on the Police Education Institutions Decree Numbered Kep / 363 / VII / 2014 on Police Academy Curriculum for the Applied Bachelor Degree (S1) of

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Proceeding of 4th International Conference on Education and Social Sciences Generation 49, Detachment "X" Academic year of 2014-2018, it is explained that time allocation for applied Police Academy bachelor degree program is four years or 48 months divided into 8 semesters. Each semester consists of 20 weeks or six months of effective day. Provisions on the time of learning process for applied Police Academy bachelor degree program is (1) theory in class 50 minutes per lesson hour; (2) practice of the technical functions of police 50 minutes per lesson hour; (3) outside and inside the campus practicum of 100 minutes per lesson hour. The last change in the Police Academy further strengthens the investment of civilian police character. It can be seen from the phasing of education that has been designed. Police Academy News (2014) noted that education in the Police Academy is divided into four levels. Level I is the stage of basic formation and debriefing of Bhayangkara and debriefing of basic technical knowledge of police functions performed in semester one and two. In this level, the cadets‘ mental attitude will be altered from civil society into civilian police. Process that must be followed by cadets is Bhayangkara education process. At the second level, the cadets follow a series of education within the framework of the formation of Bhayangkara personality in semester III and IV. The purpose of this stage is the formation of cadets‘ attitude as Bhayangkara person and providing a basic grounding in the form of science, doctrine, and skills to administer the police task. Level III at the Police Academy contains a series of processes to mature attitudes, behavior and thought maturity development. In semester V and VI, cadets are directed to strengthen police professional competence with an emphasis on maturing attitudes, behavior or mental and development of thought maturity to provide a space of responsible freedom as police candidate capable of acting as a protector, guardian and civil servant that is professional and morally commendable. At level IV, cadets are directed to develop science and enter the stage of rounding and termination. At this stage, the cadets were directed to explore science ability with professional competence as a police inspector candidate with emphasis on systematic framework and aims to provide freedom of scientific thinking. Civil attitude of the police has also been applied in the latest curriculum of the Police Academy. This is reflected in the competency of graduates of the Police Academy. This is reflected in the competence adapted from Indonesian national qualifications frame. There is one competence that implies the competence of civil nature of the police, that is, "capable of collaborating and having social sensitivity and concern for the community and the environment". Thus, reform in the Police Academy education has led to the nature of the police as "armed civilians". After the reform, parenting is emphasized on aspects of Tri Brata (three principles of liability), Catur Prasetya (four appointments / determination), and Police Ethics (devotion ethics, institutional ethics, ethics of state). Tri Brata contains as follows. We are the Indonesian Police: (1) Dedicated to the homeland with great piety towards God Almighty; (2) Respect for truth, justice and humanity in enforcing the laws of the unitary Republic of Indonesia based on Pancasila and the 1945 constitution; (3) Always protect, guard and serve the public with sincerity to realize the security and order.

Nugroho (2011: 49) explains that the Tri Brata philosophically contains three aspects, namely rasta sewa kottama (the main man of homeland); nagara janottama (model citizen); and yana anusanana dharma (obligatory to mainatain personal and community order). Indonesian police also adheres to the Catur Prasetya. Catur Prasetya contains the following. As a bhayangkara person, my honor is sacrifice for the sake of the community, the nation and the state, to: (1) Eliminate any security disturbances, (2) Maintain body and soul safety, property and human rights, (3) Ensure certainty of law, (4) Maintain feeling of peace

Thus, prior to the reform, the process of education at the Police Academy was more emphasized on planting police character as part of the defense and security elements. This situation certainly has an impact on the overlapping position and authority of the police and the Army, Navy, or Air Forces. After the reform, police reforms in the cultural field include changes in police education. Since then, the Police have attempted to develop value systems. This was done to implement Police Service Vision in the community. Updates are done, one of which is the change in Tri Brata as cultural value system and changes in the behavior of the members of the Police. Currently, Tri Brata is more emphasized on the efforts to uphold human rights by promoting soft power and protagonist performance. Besides, Catur Prasetya as the operationalization of the work of the police is more oriented to public service. Both are described in the Code of Professional Conduct which operationally regulates standards of commendable behavior as Bhayangkara person as mandated by Police Basic Law Number 2 of 2002. In addition, the police also have changed the educational philosophy from Dwi Warna Purwa Cendikia Wusana to Mahir, Terpuji, dan Patuh

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Social Conservation based on Nation Character Building Hukum. The new philosophy means police should be professional, commendable in accordance with the ethical standards, and law-abiding as attitudes upholding all applicable laws in the various strata. Entering the reform period, Resep (2014: 48-49) noted three major leaps made by the Police Academy. They are: (1) the establishment of the Police Academy as a center of excellence towards world class academy; (2) the undergraduate program of applied police; and (3) a reformulation of the noble values to 12 excellent characters of Police Academy cadets. In the latest curriculum of 2014, there are four phasing in education. Phase I, stage of Bhayangkara Pratama education (semester I and II), Bhayangkara value planting stage, preparation, physical and mental changes in the cadets to follow the entire educational program at the Police Academy through basic education of Bhayangkara (Dikdasbhara). Stage II or stage of Bhayangkara Muda education (semester III and IV). This stage is the stage of the formation of character as Bhayangkara Muda person to provide scientific foundation, doctrine, and skills of police tasks. Stage III or stage of Bhayangkara Madya education (semester V and VI). This stage is the stabilization of Bhayangkara character, attitude, behavior and maturity of thought and mastery of police professional competence. Stage IV or stage of Bhayangkara Wredha education (semester VII and VIII). This stage is the stage of maturation of Bhayangkara character value, rounding the technical functions of the police and scientific development. For the purpose of maturation of Bhayangkara character values and rounding the police technical functions, integrasi kurikulum kemampuan fungsi teknis operasional kepolisian integration of curriculum of police technical operational function capability is implemented in education centers including Intelkam, Reskrim,Lantas, Gassum, Binmas, and Brimob as integration curriculum to maintain Bhayangkara character values. In the field of parenting, Subagyo (2012) noted that the primary objective is to change, establish, develop, and mature attitude of cadets to become Bhayangkara figure who is proficient, commendable, and law-abiding, and be able to understand, appreciate, and practice the basic values contained in the Tri Brata and Catur Prasetya. In parenting, there are seven parenting programs, they are: (1) spiritual, mental and ideological aspect; (2) Bhayangkara aspects; (3) aspects of professionalism; (4) aspects of leadership; (5) aspects of individual performance; (6) aspects of social and cultural life; (7) aspects of personality character. Implementation of parenting is divided into several categories (Subagyo, 2012). The first category is direct parenting. Direct parenting is performed by structural caregivers consisting of the governor of the Police Academy, Dir Bin Tar Lat (The Director of Cadet and Exercise Coaching), Head of Cadets and Students Corps, Head of Cadets Detachment, Cadets Company Commander and Cadets Platoon Commander. There is also direct nonstructural caregiver consisting of educators and education personnel who do not have direct authority as teachers, experts, trainers, instructors, and staff of cadet and student coordinator. The second category is the indirect care. It is care that is performed by foster mother of the cadets, professional educators training program of Police Academy staff and the Police personnel outside the Police Academy that rank higher than cadets and Bhayangkari. The third category is the care by senior cadets. Parenting is done by senior cadets who care for junior cadets through the Cadets Corps Senate and foster brother. In the field of parenting, the latest curriculum has implemented the core values of character education. The application of this value is a strategy that is able to optimally instill the value. Here are the character values that are embedded in the care of the police academy. Table 1. Structured-Activity of Bhayangkara Value Investment in Parenting No

Parenting Basic Activities

1 2 3 4 5 6 7 8 9

Faithful and Devoted Love homeland Democratic Discipline Hard work Professional Modest Empathy Honest

Level I Semester I II √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Level II

Level III

Level IV

III √ √ √ √ √ √ √ √ √

V √ √ √ √ √ √ √ √ √

VII √ √ √ √ √ √ √ √ √

IV √ √ √ √ √ √ √ √ √

VI √ √ √ √ √ √ √ √ √

VIII √ √ √ √ √ √ √ √ √

Note

The character investment is given in each semester

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Proceeding of 4th International Conference on Education and Social Sciences 10 11 12

Fair Model Integrity

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

Source: Decree of the Indonesian National Police Educational Institution No: Kep/363/VII/2014 In practice, these values are supported by the availability and utilization of existing facilities. In addition, based on interviews with the governor of the Police Academy, Police Inspector General Drs. Pudji Hartanto Iskandar, M.M. on 24 October 2014, it is stated that police education through parenting would be more effective if done through the model of the application of the values for the cadets. Under the Police Academy Governor Regulation Number 02 Year 2013 about the life of Police Academy cadets, parenting activities include the activities of mental, intellectual and physical development that are implemented simultaneously and integratedly. Parenting material is divided into several areas. They are fields of (1) Spiritual and ideological; (2) Bhayangkara; (3) Professionalism ; (4) Leadership; (5) Individual performance; (7) Socio-cultural quality; (8) Personality. To internalize these values in parenting, Srijono (2014) noted several steps (1) glorification of particular character values, (2) dissemination and understanding, (3) introspection, (4) training themselves, (5) award on success, (6) self-therapy (giving self-punishment) for the failure, and (7) habit. The method used in the parenting of Police Academy cadet is the method of ―among asuh‖ that is parenting methods which holds the principle of educating, loving and caring. First, caregivers provide role models for the cadets through their attitude and action; second, caregivers participate and able to inspire and motivate the cadets; third caregiver always follow and supervise the development of cadets and always provide direction and encouragement. From the description, it appears that civilian police character education after reformation, especially after 2012, is more prominent than before the reform. There are several things that drive changes in the investment of civilian police character at the Police Academy. First, changes and soul of the era that demand reforms in the police after the reformation. Soul of the era demanding for the days of change and democratization also encourage the police to carry out reforms in the structural, instrumental, and cultural aspect. It is in the reform of cultural aspects that education reform at the Police Academy happens. Second, the separation between the Police and the Military after reformation as a milestone in the determination of the civilian character of the police. The separation between the police and the military indicates that there are differences in the realm of the task and the nature of the police as "armed civilians" with the military who served as the vanguard of the country's defense. Third, the increase of the interaction of the Police Academy with international police educational institutions and sensitivity to current actual issues in police world. With this interaction, there is process of mutual exchange of information and adaptation of best practices in police education, including the planting of civilian character among police.

CONCLUSION After the reforms, there is a variety of internal changes within the Police. Changes within the Police also influence changes in the police academy. Along with the separation of the military and the Police, educational curriculum and cadet identity of the Police Academy were gradually replaced. Related to education reform in the Police Academy, in 2002 the Police Round Education was set. Education is held for six semesters or three years in a row, plus the six-month internship. In early 2012, the Police Academy underwent changes, that is, since 3 January 2012, the Police Academy implement the undergraduate program of STIK-PTIK outside domicile. The Police Academy effort to produce undergraduate bachelor‘s degree increasingly gained ground after the Chief of Police on 30 April 2013 issued a decision on the implementation of applied bachelor‘s degree. The last change in the Police Academy further strengthened the investment of civilian police character. Civil attitude of the police has also been applied in the latest curriculum of the Police Academy. This is reflected in the competency of the graduates of the Police Academy. This is reflected in the competence adapted from the Indonesian National Qualifications Framework. There is one competence that implies the civilian character of the police, that is "capable of collaborating and having high social sensitivity and concern for the community and the environment". Thus, reformation in the Police Academy education has led to the character of the police as "armed civilians".

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Social Conservation based on Nation Character Building REFERENCES Djamin, A. dkk. 2006. Sejarah Perkembangan Kepolisian di Indonesia, dari Zaman. Kuno Sampai Sekarang, Jakarta: PTIK Press Giddens, Anthony. 2002. The Third Way: Jalan Ketiga Pembaruan Demokrasi Sosial. Terjemahan. Jakarta: Penerbit PT Gramedia Pustaka Utama. Hendrayana, Agung. 2010. ―Memantapkan Profesionalisme Polri Di Bidang Penegakan Hukum Dalam Rangka Mewujudkan Supremasi Hukum‖. Tesis. Semarang: Program Magister Ilmu Hukum Universitas Diponegoro. Inpres Nomor 2 tahun 1999 tentang Langkah-Langkah Kebijakan dalam Rangka Pemisahan Kepolisian Negara Republik Indonesia dari Angkatan Bersenjata Republik Indonesia. Institute for Defense, Security and Peace Studies. 2008. Reformasi Kepolisian Republik Indonesia. Dalam http://www.idsps.org. (diunduh 13 Oktober 2011) Keputusan Kapolri No.Pol: Skep/1846/XII/1998 tentang perangkat kendali pendidikan akademi kepolisian batalyon taruna tahun akademi 1998/1999-2001/2002 Keputusan Lembaga Pendidikan Polri No: Kep/363/VII/2014 tentang Kurikulum Program Akpol Sarjana Strata Satu (S1) Terapan Kepolisian Angkatan 49 Detasemen ―X‖ tahun Akademik 2014-2018 Keputusan Menhankam/Pangab No: Kep/05/P/III/1999 tanggal 31 Maret 1999 tentang pelimpahan wewenang penyelenggaraan pembinaan Kepolisian Negara RI dari Pangab kepada Menhankam Keputusan Presiden No. 89 tahun 2000 tentang Kedudukan Kepolisian Negara Republik Indonesia. Ketetapan MPR No X/MPR/1998 tentang Pokok-Pokok Reformasi Pembangunan dalam Rangka Penyelamatan dan Normalisasi Kehidupan Nasional sebagai Haluan Negara Ketetapan MPT Nomor VI/MPR/2000 tentang Pemisahan TNI dan Polri Lebang, 1. 2003. Idealisme Tampilan Akademi Kepolisian Menuju pada Etalase Pendidikan Polisi Profesional. Semarang: Markas Besar Kepolisian Negara Republik Indonesia Akademi Kepolisian. Muradi. 2007. Reformasi Brimob Polri: Antara Tradisi Militer dan Kultur Polisi Sipil. http://muradi.wordpress.com/2007/06/15/reformasi-brimob-Polri-antara-tradisi-militer-dan-kultur-polisisipil/ (diunduh 31 Oktober 2011) Muir, Jr., William Ken. 1997. Police- Streetcorner Politicians. Chicago: Univ. of Chicago Press. Nugroho, Bekti. 2011. ―Citra Polisi di Tengah Kebebasan Pers dan Profesionalisme‖. Jurnal Studi Kepolisian. Edisi 075 Juni-November. Hlm. 48-61. Rahardjo, Dawam. 1999. Masyarakat Madani: Agama, Kelas Menengah, dan Perubahan Sosial. Jakarta: LP3ES dan LSAF. Rahardjo, Satjipto. 2002. Polisi Sipil Dalam Perubahan Sosial di Indonesia. Jakarta: Penerbit Buku Kompas. Subagyo. 2012. Panduan Implementasi Model Pendidikan Taruna Akademi Kepolisian sebagai Pembangun Karakter Polisi Sipil. Semarang: Program Pascasarjana Universitas Negeri Semarang. Surat Keputusan kapolri No. Pol: Kep/60/XII/2002 Surat Keputusan Kapolri No. Pol: SKEP/75/2003 Surat Keputusan Kapolri No. Pol: Skep/962/XI/2002 Surat Keputusan Kapolri No.Pol: Skep/389/IV/1999 Surat Keputusan Panglima Angkatan Bersenjata Nomor: Skep/109/II/1986 tentang Pokok-Pokok Penyelenggaraan Pendidikan Integratif Akabri Resep, Andre. 2014. "Tiga Lompatan Besar Akademi Kepolisian". Akpol News. Edisi September 2014. Hlm. 48-51. Umar, Bambang Widodo. 2008. ―Dampak Dari Aturan Legal dan Kebijakan Domestik Terhadap Reformasi POLRI‖. Makalah. dalam Simposium 10 Tahun Reformasi Sektor Keamanan di Indonesia, tanggal Mei . Usadi, Bambang. 2012. "Peningkatan Kualitas Sumber Daya Manudia sebagai Perwujudan Reformasi Birkrasi Polri melalui Penyelenggaraan Program Studi S1 dalam Rangka Penyesuaian Kualifikasi Standar Pendidikan Perwira Polri sebagai Center of Excelence menuju World Class Police Academy". Tanggon Kosala. Volume 2 Juli 2012 Hlm. 150-166 Undang-Undang No. 2 Tahun 2002 Tentang Kepolisian Negara Republik Indonesia. Jakarta: Sinar Grafika.

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CONSERVATION SOCIAL DEVELOPMENT BASED NATION CHARACTER Suyahmo Department of Civics and Politics, Faculty of Social Sciences, Semarang State University ABSTRACT Conservation movement in indonesia obviously not enough to be done through the activities of the realization , but conservation movement must be able to create the conditions pemungkin (enabling condition) to become a society that is cultured. The community cultured to be people manners of a liberal man devises noble sublime, a society having valence and dignity, the well-off families humanizing self and its environment , as well as the upholds the value of discipline and having a sense of responsibility in Indonesia‖s development. Nation character development as an effort to kolektif-sistemik a country anthem for manifesting life corresponding nation and the country with a base and ideology, the constitution, the bow of the stat , kolektive and their potential in the context of national life, regional, global and politeness to form a nation that tough, competitiv , morals noble, dissolute, bertoleran, hand in hand, patriotic, dynamic, cultured, and oriented ipteks based upon pancasila and imbued by faith to the lord and takwa of almighty god. Nation character development is expected to build and develop the character of a citizen so as to able to realize a society that divinity of almighty god, humanities fair and civilized , spirited the union of indonesia, spirited society-based led by skillful and godly wisdom discretion in consultative representatives, as well as social purpose of creating equitable national for all people of Indonesia . As the university of conservation unnes very reasonable to lift and develop the character based on the development of social conservation as part of the nation commitment to social and cultural conservation value based on pancasila. Keywords: Social Conservation, Social and Cultural Value, Development Character, Pancasila.

INTRODUCTION The concept of conservation first found by an american named theodore roosevelt in 1902 . Conservation in english which is ‗conservation‘. The word ‗conservation‘ consists of ―con‖ and ―servare‖. ―con‖ it means ‗together‘. ―servare‖ that means ‗keep‘save‘/ or saved, If merged two words differing the becoming and equate ‗keep save what you have‘ / In order to preserve what we have, but it is wise. Conservation is the efforts made by humans to preserve or protected nature. Conservation can be defined in other things, one example is in Indonesia, Based on the regulation of the law conservation defined pengelolahan organic natural recources That its use are done wisely to ensure continuity With fixed reserve maintaining and improving the quality of variated and value. In a modern day, many conflicts that have spread uninerse the world. Where there is a conflict is certain nature was also threatened. One of them is to save or preserve nature is for that one way that is conservation. Not only in the form of conservation of nature conservation but that should be expanded when this is social conservation, Based on the discussion of this paper. Conservation which initially more focus on an effort to preserve the environment, nature and ecology, it has been developing within purport wider. Realize that human life not only relate to aspects of natural course but also covers various aspects of social of cultural the humanities and religious. There are values social aware of it, culture, moral and must be maintained well and be preserved for benefit human life especially for this nation development indonesia character. In Indonesia, the society can be found many of the socio-cultural values that had become the nation's collective personality or character. As long as this nation of Indonesia is widely known as a nation that is friendly, courteous and live with an atmosphere of harmony, but at present many problems that have plagued the nation Indonesia especially the problem of the character of the nation. Whoever we are, will be fully aware that the condition of society Indonesia was in a position which is very alarming. Every day we witness the turbulent society in behavior-behavior that is not sympathetic. Both, however, various media, both print and electronic, in her everyday always presents news stories that made the hearts of the viewers are getting sad. Since news of the brawl which is done by the children of students, pemerkosaaan and robbery committed by children under age, until on the behavior of corruption carried out by Honorable people in this country. It feels like we're already too saturated with that kind of news. In a rather conceptual, behavior any degraded community life it is remarkable. Behavior-behavior manners, tolerance, solidarity, social care, mutual, hard work and such as attributes good citizenship, replaced by the culture of the barbarian; a suspicion, selfishness, anarchy and such. As well as the fact that example was a foreign

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Social Conservation based on Nation Character Building researcher who has conducted a variety of socio-cultural research in Indonesia that recognizes the existence of traditional wisdom of Indonesia include wisdom in various socio-cultural life. Hildreed Geertz, an American anthropologist in his book The Javanese Family (family of Java) recognize that Javanese people are affected by the two great values into her everyday life in spirit that is the value of urmat (respect) and pillars (Geertz, 1983:154). Values and tenets that urmat finally formed a private community of Java as a person who strives for harmony, social harmony and avoid conflict. A life of harmony of Javanese people, who also owned by other ethnic communities in Indonesia, one of which is embodied in the culture of the so-called mutual value. Humans are part of the natural ecosystems, which uses the size of the ethical and moral antroposentris in addressing the nature. Close linkages between the factors of the natural environment by human activity can be viewed from a Social System which Indegenous berkearifan. Different aspects of wisdom known to be highly adaptive to the nature, very useful for the community because of the bersubstansikan as a basis of knowledge, techniques that are easily known, easily understood, easily mastered, and easy to put into practice in life. Now, the various aspects of the system that weakened the discernment. The conservation process for that needs to be done and ditumbuh develop on now generation. For the realization of social development needs to be done on the conservation of the character of the nation. Construction of a national character that is a great idea that was conceived the nation because as a nation made up of various ethnic groups with strong regional nuances, the people of Indonesia need a commonality of views on culture and holistic character as a nation. It was very important because it concerns in common understanding, views, and motion measures to comply with the welfare and prosperity of all the people of Indonesia. Building the nation character aims to nurture and develop the character so that citizens are able to realize a society with the divinity of the one true God, just and civilized humanity, soulless unity Indonesia, Union-minded populist-led by the wisdom of representative deliberation in the wisdom, as well as social justice for all the people of Indonesia. The national character of the collective behavior is the quality of a typical good nationality who tecermin in the awareness, understanding, flavor, karsa, a nation and a country's behavior and as a result though thought, though the heart, though the flavor and karsa, as well as a sports person or group of people. The construction of the national character is a collective effort-a systemic one nation-State to manifest the life of nation and State are in accordance with the basic ideological, constitutional, State, as well as the potential course of collective in the context of the life of national, regional, and global civilized to form a tough, competitive nation, have good moral, noble, tolerance, working together, patriotic, dynamic, cultured, and Ipteks-oriented based on Pancasila and imbued by faith and piety to God Almighty, so the conservation society can be realized. Conservation is not the new stuff in Indonesia, natural damage the ability of controlled and conservation of ditegakan? Honestly, the success story of conservation movement in Indonesia is still very minimal. Deforestation drove toned almost without control, while the improvements, if any, very unbalanced with the big damage occurs. Ironically, reform movements, democratization and regional autonomy as long as it is not able to uphold conservation, conservation is thus increasingly instead recede to the back. The rate of deforestation is thus increasing in the era of reform. Understand this condition, conservation movement in Indonesia is clearly not enough is done through awareness activities. The conservation movement should be able to create the enabling conditions to be a more civilized society. What is intended as a civilized society is sublime; virtuous manners of society people have harkat and dignity, to humanize his community and their environment, as well as people who upholds the discipline and have a responsibility to implementing the social development and nation character. In in this paper will be explained about what lay the groundwork the implementation of social conservation based nation character development, and how the role of pancasila on social conservation in the construction of nation character, as well as anything social and cultural value must be maintained to create social conservation based nation character development. In this paper, with the theme of character based on the development of social conservation dikerucutkan nation will be three problems: (1) What is the foundation of the implementation of social conservation based nation character development; (2) How the role of pancasila conservation social development based on nation character; (3) Anything social and cultural value must be maintained to embody conservation social development based nation character !

DISCUSSION The indonesian nation has undergone many the problem, particularly development problems karaskter nation that now this onslaught echoed by many agencies of the institutions and whether private or government. In a national policy nation character development , there had been at least 6 ( six ) current

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Proceeding of 4th International Conference on Education and Social Sciences problems currently faced by the people of indonesia , namely: (1) Disorientation and has not deepening pancasila values; (2) The limited number of devices integrated policy in realizing the values of pancasila; (3) Changed the value of ethics in the life of national and state; (4) Against waning awareness of cultural values of the nation; (5) The threat of disintegration of the nation; (6) Weakening the nation independence. Besides problems mentioned above, now the youth indonesai has been ill pragmatisasi and liberalization, two a new disease which arise out of the attitude of hedonism that was displayed by almost all quarters all these opportunities, moreover it has become the warm news television in prime time, where teenager and youth in are generally located in front of television. The nature of his life displayed by officials from caraber clothes, manner of speaking their opinions, if that is watched by the young generation can kill the character, being an example that is not good because easily imitated. Construction of law not only intended to improve and develop the substance of law, either written or not written, or also equip organizations and institutional structure of the state. But of legal development intended how also provide room the involvement of all components of the community to create awareness of the law that high as part of the formation of a national law how social conservation can be manifested? so that it needs the foundation or a strong base in order to realize social conservation based development nation character. The first is that we have the pancasila.of the founding father s people have left the pancasila in our nation and state. Pancasila as a basis the state and the philosophy of the people, having noble values is dug from the earth indonesia, and capable of uniting the diversity of the people. All religious, culture, ethnic, who is in the earth indonesia can rode under pancasila, life and developed together with high with menjumjung togetherness, the alignment, and harmony of the. This is important for indonesian capital to return rise to self-respect and dignity that had faded. In the philosophy, value is something that is a universal. Hence the bulkhead between one parcel and the other is not looked firmly. When we talk about conservation, the moment we are talking about a character. Some terms that are lately often appears when talking about personal maturity; the character, manners, soft skills, as well as entrepreneurship. At the core of all the terminology is personal and interpersonal behaviors that develop performance (Berthal, 1998). A basic second the UU NO 20 Tahun 2003 according to the law of the education system whose aim is to develop the potential became a good man of faith and devotion to the lord of almighty god, morals noble, healthy, magicians, capable, creative, independent, and to be an a democratic state and responsible ( article 3). But the reality in the field show that the social conditions and culturally our society latterly very worrying. Our society faced with the crisis chronic and positive behavior lost inedible the days of being replaced by the production of negative behavior that tends to destructive. Destruction of moral values, outbreak of injustice, solidarity, their faded and other documents were become an epidemic in the indonesian nation. A firmer base for third on the implementation of social conservation is is based on 2 (two) the pillars of the concept of conservation semarang state university in accordance, namely social and intelligence: the social and social quotient wisdom. Wisdom of social and social intelligence value is tata formed based on community knowledge about the condition of physical spaces and his social. Knowledge that is practiced continuously in , so creating the customs and habits custom and habits as social capital. Wisdom is social values wisdom that in line with the values of primacy in social life. The social components, among them are: harmony, familial, the togetherness, gotong royong, tolerance, justice, wisdom, asih-asah-asuh, suave, affection, manners, the mandate, and religious. Social intelligence is capability to recognize themselves and to recognize others in the process of social interaction. The ability to understand and manage human relations. Ripeness consciousness a mind and the manners of a role for socially in a group or society. Components of social, intelligent among them are: situational awareness, independent, empathy, images themselves transparency good relations social motives synchronous, and conformist democratic, innovative, interactive, the commitment, and assertive.. Conservation social development based the character of this people actually there were already on purity and dignity in the value of pancasila. At a discussion of the problems that both on the role of pancasila in the conservation social development based nation character is that the unitary state of the republic of indonesia enforced upon the principles of life called pancasila nation and state of the union. Pancasila there are at the opening of UUD 1945 and elaborated further in articles contained in the UUD 1945 . It means, values contained in pancasila become values governing political life, law, economy, sociological, culture, and art, So that every aspect of development must be imbued in five precepts pancasila in full and comprehensive that can be explained as follows:

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Social Conservation based on Nation Character Building A nation the godhead of almighty Characters with the divinity of the one true God someone is reflected, among others, respect and cooperation between religions and adherents of trust, mutual respect freedom of practice of religion and belief in accordance with it; don't impose religion and beliefs to others Nation who esteems humanity which just and civilized. The character of humanity someone is reflected among others in recognition of the equation of degrees ,the right, and obligation; love each other; amicability; not haphazardly; against others; fond of doing humanitarian activities; upholds the value of humanity. A nation that Seeks unity and the unity of the nation. The commitment and an attitude always give priority to and unity for the interests of indonesia in personal, group, and category is personal characteristic of the people of indonesia . The character of nationality someone tecermin in attitude put the union, unity, interests, dankeselamatan nation above personal interest or the; sacrificing for the benefit of the nation. Democratic nation and uphold law and human rights. Character society-based someone tecermin in behavior which now the interests of the people and the state; not imposing the will to others; give priority to of deliberation for consensus in making decisions for the public interest. The goose that puts forward justice and welfare. The character of social purpose of creating equitable national someone tecermin among others in a deed by which reflect the attitudes and an atmosphere of familial and kegotong royongan. Besides according to pancasila that development nation character not come naturally, but should be built and formed to become a nation that dignified. The development of characters includes three of the nation landscape, namely to grow and strengthen the identity of the nation, maintaining the unity of the state of the unity of the republic of indonesia achieve national, forming human and the indonesian people berakhlak noble and dignified nation. In order to increase development character who succeeded in order to, real necessary efforts among other drafting design development character nationally, the drafting of national action plans in an integrated way, launching the nation character development by the government of indonesia as the commencement of revitalization milestone nation character development, as well as the implementation of development of the character by all of the components of the nation and the character of actual values significantly in the life of national and state. There are three follows function development nation character. Firstly, The function of the formation and development of character development potential of the nation that is forming and developing human potential or indonesian citizens to think well, is good, and behave well in accordance with the philosophy of life pancasila. Secondly, The function of the improvement of character development and strengthening of the nation is improving and strengthening the role of the family, a unit of education, the community, and the government to participate in the development potential and responsible citizens and development of the nation to nation forward, independent, and prosperous. Thirdly, The function of the nation character development is the nation culture of the sorting and sifting the own culture of other nations not in accordance with the values of culture and character dignified nation. Third inauguration of the functions carried out through the state as of philosophy and ideological pancasila, the inauguration of value and invite the constitutional UUD1945 of the Indonesia republic. Strengthening the commitment of national anthem of the republic of indonesia unitary state (NKRI). Strengthening values diversity in accordance with the conception of Bhinneka Tunggal Ika, as well as Strengthening the nation's competitiveness and excellence for the sustainability of community life, a nation and a country, Indonesia in the global context. Discussion of the problems in the third that social and cultural value that must be developed to create conservation social development based on nation character is that cultures as a truth of course there is no human social life that is not justified by social and cultural values that recognized the community. Values that culture be used as a base in the provision of meaning against a concept and meaning in the communication among members of the community. The position of a culture that so important in community life requires a source of cultural value in the development of the character of the nation. To create conservation social development based on nation character then required the social values and culture that serve as a base in the implementation, The values that must be developed according to the Kemendiknas among other:

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Proceeding of 4th International Conference on Education and Social Sciences (1) Religious, namely the attitudes and behavior of being sequacious in implementing religious teachings that involving, tolerant of the implementation of other religious worship, and getting along with other adherent of the religion; (2) Honest, behavior that is based on efforts to make himself as a person who can always believed in the words, the act of, and work; (3) Tolerance, namely the attitudes and the act of one who appreciate differences of religion, the tribe, ethnic, opinion, attitude, and the actions of someone else that is different from him self; (4) Discipline, is the act of indicating behavior orderly and submissively on various provisions and regulations; (5) Hard work, namely the act of indicating behavior orderly and submissively on various provisions and regulations; (6) Creative, is to think and do something to produce a way or the result of something new that has been owned. (7) Independent, namely the attitudes and behavior not easily dependent on others in resolving the duties; (8) Democratic, namely think, way behave, and acting who assesses same rights and obligations of herself and others; (9) Curiosity, namely the attitudes and the act of one who continues to strive to know any more deep and extends from something he learned were, viewed, and be heard; (10) Curiosity, namely the attitudes and the act of one who continues to strive to know any more than deep and extends from something he lessons-learned were, viewed, and be heard; (11) Love of country, that is way of thinking, act, and vision that put the interests of the nation in the self-interest and his group; (12) Appreciate achievement, is a and actions of which encouraged him to do something useful for the society, and admitted, and honor the success of another. (13) Friendly and communicative, is the attitude and actions that encouraged him to produce something useful for the community, and admitted, as well as respect for the success of others; (14) Peace and love an attitude and actions that encouraged him to create something useful for the society, and acknowledge, and honoring the others; (15) Is reading, namely the habit of spending time in reading various reading give virtue for his own; (16) Care about the environment, is the attitudes and the act of one who always tried to prevent damage to the natural environment around her, and develop efforts to repair damage nature has happened; (17) Social care, that is the attitude and actions that always want to give assistance to other people and people need; (18) The responsibility of, is the attitudes and behavior someone to undertake the task and their responsibility, that he was supposed to do, with ourselves, the community, environment (nature, social and cultural), the state and the lord of almighty god. Blends with every element of the social values of the culture we need to be made to work and be governed in daily life in accordance with pancasila and personality of the people of Indonesia. Social values of this culture must be mutually animates each other, it is expected to create conservation social development based on nation character.

CONCLUSION As the author stressed that social development based conservation the people going to work, if developing countries are part of the character build ourselves, and therefore is a task for the state to us all. Founding fathers of our country have been laboriously membidani the establishment of unitary state of the republic of indonesia , and now is our duty to care for him. A people is getting big and strong rather than by another nation, likewise weak and destruction of also not by another nation, but by the people own. The following is the foundation of the implementation of social conservation based on the development of the character of the nation is pancasila , UUD 1945 , the act of no. 20 year 2003 on the education system and the concept of two the pillars of conservation, namely social: the intelligence and social wisdom and social quotient. About the role of pancasila in the conservation social through three approaches the value of pancasila First, character education which is growing consciousness as living creatures and the servant of the lord in the only one god. Consciousness as living creatures and the servant of the lord in the only one god going to grow the value of transcendence and religious values a strong . In turn grew the nature of affection and toleran-saling appreciate and respect because they felt fellow creatures, So that it would abstain from destructive behavior and anarchy, because it is obviously a prohibition. Consciousness as makhluk-hamba also going to grow the nature of honest embarrassed to the lord. The second is character education associated with scholarship.Methodology and learning that stimulates the other financial markets grow intellectual curiosity shall more prioritizing. The goal is to build a pattern of thought, tradition, scientific and cultural, and foster creativity and innovation. Third character education that promote a feeling of love and pride myself on being indonesians. Character education grow passion and pride as the indonesian nation. Love because aware that the nation with four pillars of pancasila, UUD 1945, unity in diversity, and the state of the unity of the republic of indonesia is ours, the result of struggle of extraordinary . For reality in order to identity or character expected of the people of Indonesia.

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Social Conservation based on Nation Character Building Substantially education pancasila is a self-conscious society and government of a state to ensure survival and the generation of his successor, as citizens, nations and countries in handy (pertaining to the spiritual and meaningful ( pertaining to the cognitive and psychomotor) as well as in the future can always change and they always associated with the dynamic culture, nations countries and international relations. In efforts to increase the character of the nation this is the role of pancasila be very important. Social and cultural value that must be developed to create conservation social development based on nation character is religious, honest, tolerance, discipline, hard work, creative, independent, and democratic, curiosity, the spirit of nationality, love of country, appreciate achievement, friendly and communicative, love of peace, is reading, caring environment, social care, as well as the value of responsibility . In accordance with the reality that there is a social right for conservation that took place in Indonesia, of course, is based on the development of character-based or the nation. The changes that bring the influence of negative too many destructive or enervated the personality of the indonesian nation . With the social is expected the country to recover from adversity in mentality and morality to be independent and dignified and go back to values contained in Pancasila and will be able to bring the nation to create indonesia's development goals and the whole.

REFERENCES Badan Penelitian dan Pengembangan Pusat Kurikulum dan Perbukuan, Kementerian -------. 2011. Kebijakan Nasional Pembangunan Karakter Bangsa, 2011. Berthal, 1998. Motivating People.London: Dorling Kindersley Limited. Direktorat Jenderal Pendidikan Dasar Kementerian Pendidikan Nasional, Jurnal Policy Brief : Pendidikan Karakter untuk Membangun Karakter Bangsa, Edisi Juli 2011. Geertz, Hildreed. 1983. Keluarga Jawa. Jakarta: Grafiti Press. Peraturan Presiden Nomor 5 Tahun 2010 tentang Rencana Pembangunan Jangka Menengah (RPJMN) Tahun 2010-2014. Roestany, Martin. 2013. Membangun Karakter Bangsa dalam Perspektif Budaya Hukum, Bogor. Undang-Undang No. 20 Tahun 2003 Tentang Sistem Pendidikan Nasional Undang-undang RI Nomor : 17 Tahun 2007 Tentang Rencana Pembangunan Jangka Panjang 2005-2025.

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INDIVIDUALISM AND COLLECTIVISM IN SUSTAINABLE ECONOMIC BEHAVIORS AMONG THE COMMUNITY MEMBERS OF SHIFTING CULTIVATORS IN THE DISTRICT OF LAMANDAU CENTRAL KALIMANTAN Tatik Upami Palangkaraya University ABSTRACT This study aims to describe the value of individualism and collectivism in the sustainable economic behavior among the community members of shifting cultivators in the district of Lamandau in Central Kalimantan. This study is qualitative research with ethnographic research type. The data in this study was the economic behavior of the community members of shifting cultivators in the district of Lamandau in Central Kalimantan. The data sources were shifting cultivators, local community leaders, village headman, traditional leaders, and traditional mantir. Data collection was conducted by means of in-depth interviews, participant observation, and documentation. The results showed that the community of shifting cultivators values high collectivism which was reflected in the activities in the fields when work required a lot of labor, for example during burning, sowing, and harvesting, as well as in resolving conflicts. Keywords: individualism and collectivism, sustainable economic behavior, shifting cultivators, Lamandau-Central Kalimantan

INTRODUCTION Knowledge first developed by human beings was economy and technology (Salim, 2010). Both work in synergy to support each other. For example, to be able to meet their needs of life, humans do economic activitiesy. Humans use technology to assist and facilitate their economic activities. In fact, the economy and technology are also used by humans to "conquer‖ the natural resources in order to meet their basic needs. On the other hand, it seems that economy and technology sometimes are not in line with the interests of the environment. Sometimes, economic activities and uses of technology have negative impact on the environment. In fact, since the industrial revolution of the 18th century until now, it has been proven that development process relies heavily on technology. However, the nature of the technology developed generally endangers the environment. Under these conditions, it seems that we need to review the implementation of economic activities and technology so that they can meet the needs of people while not damaging the environment. Therefore, it is necessary to review the application of environmentally friendly technologies and to combine them with the behavior of a sustainable economy which of course is "friendly" to the environment. In this paper, the discussion is focused only on sustainable economic behavior. Sustainable economic behavior is every action done to utilize natural resources to meet basic needs while maintaining a natural balance with the environment. Sustainable economic behaviors of men were originally done to get all their needs adequately from the nature (Salim, 2010). Sustainable economic behavior is closely related to the use of goods and services to meet basic needs and improve quality of life. Sustainable economic behavior is also related to saving natural resources and minimizing the use of toxic materials and waste emissions in the life cycle. This is done so that economic activity does not harm future generations. Rural communities pay such high respect to their motherland. Indonesian people believe that the existence of the nature and the forests is a guarantee for the existence and continuation of their lives as ethnic groups. Therefore, they believe that the destruction of forests and nature and the contents is a serious threat to the existence and survival of cultural values and their belief systems, both in the present and future (Alqadrie, 1994). To implement this, people in certain areas have had their common system applied and preserved. For example, the Dayak community is equipped with the natural mechanisms that support the use of cultural values for the sake of their survival and preservation of nature. The mechanism in question is shifting farming system. Shifting farming system is considered an appropriate response to maintain life on infertile

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Social Conservation based on Nation Character Building soil. This system acts as both a major alternative and appropriate mechanism, at least in the transition to fully settled agriculture (Alqadrie, 1994). A discussion of sustainable economic, especially for the shifting cultivators, cannot be separated from the discussion of culture. Culture itself has a fairly broad sense and can be viewed from several aspects. According to Kluckhohn (in Arman, 1994), culture consists of language, systems of knowledge, organization, systems of tools and technology, systems of livelihood, systems of religions, as well as art. As according to Hofstede (1994), national culture consists of five dimensions, namely power distance, individualism vs. collectivism, uncertainty avoidance, and masculine vs. feminine. Power distance is the culture of groups in terms of tolerance to power which can be high or low. Individualism and collectivism refers to the culture of communities which refers to the tendency to care more about themselves, or groups of people who are more concerned with their own group. Uncertainty avoidance is the culture of groups which which refers to the tendency to have the courage to take risks or to avoid risk. Masculine vs. feminine is the culture of groups which refers to the tendency to act decisively without regard to their good relations with others in making decisions (Hofstede, 1994). Of the four aspects of the national culture, according to Hofstede, a fairly important aspect is invidualisme and collectivism. The issue of individualism and collectivism is now extremely important to consider, given the current conditions, in which commuinities increasingly seem to be more individual in meeting their needs. In fact, there are times when humans have to do activities individually, but there are also times when they have to do things collectively. Therefore, exposure to research findings about individualism and collectivism is very important to present examples of collectivism and individualism as appropriate to the context. Based on the explanation, this study focused on the discussion of the value individualism and collectivism in the sustainable economic behavior among the community members of shifting cultivators in the district of Lamandau in Central Kalimantan. This community, which is the Dayak community, has a mechanism of natural and cultural values that support the use of natural resources for the sake of their survival and preservation of nature. The mechanism in question is shifting farming system. Shifting farming system is considered an appropriate response to maintain life on infertile soil. This system acts as both a major alternative and appropriate mechanism, at least in the transition to fully settled agriculture (Alqadrie, 1994). The community members of shifting cultivators have an interest in the forest, which is for hunting and natural farming, as well as the resources of spiritual life (Salim, 2010). Similarly, the local residents who live in the inland of Central Kalimantan also have the same interest. They are very familiar with the forest as the main source of livelihood. They hereditary utilize the forest for rice by shifting cultivation. This is done based on local knowledge and local wisdom to maintain the balance of the nature, and the preservation and conservation of biodiversity. To that end, they always move to look for more fertile land and places in the jungle where they can find more forest products (Riwut, 2003). Thus, they migrate with the economic motives and collect forest and field products to meet the needs of staple food, namely rice.

LITERATURE REVIEW Gilman (with no year) divides two economic realities, namely the conventional economy and sustainable economy. In connection with this discussion, economically sustainable (suistanibility) activities will be discussed. Sustainable economy pays attention to elements of the environment as natural capital activity. The concept of sustainability is beginning to emerge from the economic and the environment crisis in the 21st century. Before that, there were two poles of thought, optimistic and pessimistic. Optimism states that the balance will occur on earth in the presence of market incentives, public policy support, substitute goods, recycling, and new technologies. These can satisfy human needs and improve the quality of human welfare. Meanwhile, pessimism thinks that the earth cannot support global demand for natural resources, renewable or non-renewable. According to Brundtland Commission in 1987, the concept of sustainability is meeting the needs of the present without compromising future generations to meet their needs (Mensah, 2004). Sustainable economic behavior is economic action in meeting the needs of present generations without compromising the ability of future generations. To that end, people must be able to meet their basic needs which should be determined by those people themselves (Salim, 2010). Sustainable economy pays attention to three dimensions, namely economic behavior, social justice, and environmental sustainability. This can be seen in Figure 1. The three circles in Figure 1 indicate that the three dimensions are mutually exclusive and can be mutually reinforcing. Therefore, it can be used as a basis for granting certification, especially in the food industry (Wikipedia, 2012).

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Figure 1 Dimensions of Sustainable Economy A discussion of sustainable economic, especially for the shifting cultivators, cannot be separated from the discussion of culture. Culture itself has a fairly broad sense and can be viewed from several aspects. According to Kluckhohn (in Arman, 1994), culture consists of language, systems of knowledge, organization, systems of tools and technology, systems of livelihood, systems of religions, as well as art. When viewed as a whole, the culture of a nation is a group of regional cultures converging and combining into one culture called the national culture. The national culture has a number of dimensions. According to Hofstede (1994), the national culture has several dimensions, namely power distance index (PDI); individualism (IDV) and collectivism; uncertainty avoidance index (UAI); and masculinity (MAS) versus femininity. In this paper, the discussion is only focused on the cultural aspects of individualism and collectivism. Individalisme and collectivism refers to "a degree to which individuals are integrated in the group" (Hofstede, (1994.) In individualistic societies, there is an emphasis on personal skills and individual rights. People are expected to stand on the ability of themselves and immediate family. They are also expected to choose their affiliates. However, the opposite occurs in the collectivism, in which the activities of individuals is seen as a life-long member of the group or organization and social cohesion is needed. Extended families are used as major protection against change to unquestionable loyalty. In this case, the term collectivism is not in the political sense, yet it refers to the group and not the state. Table 1 The Difference between Collectivism and Individualism Collectivism In family a. Education to grow awareness on group consensus b. Opinion is set up by group c. Obligations to family and goup  harmony  respect  shame At school a. Learning is for young people b. Learning how to do At work Different standards for in-group and out-group: particularism a. Others are seen as a member of the group b. Relationship applies outside work c. The moral model is owner - worker

Individualism In family a. Education to grow awareness on personal consensus b. Opinion is personal expectation c. Obligations to individual  personal ineterest  self-actuaalization  mistakes At school a. Learning is lifelong b. Learning how to learn At work Same standards for everyone: universailities a. Others are seen as potential b. Tasks apply outside relationship c. Calulative model is for owner – worker relationship

Table 1 lists some of the cultural differences between collectivism and individualism. Culture is located in between the two extremes, namely particularism and universalism. The term particularism and universalism in Table 1 is a sociological category. Particularism is the mindset that the living standard of a person is treated by a group or category owned. Universalism is the perspective that the living standard of a person is treated the same for every person.

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Social Conservation based on Nation Character Building RESEARCH METHOD This study used a qualitative approach, which examined the phenomenon of social and economic behavior of shifting cultivators. This was due to the fact that the focus of they study was related to the cultural significance on the sustainable economic behavior among the community members of shifting cultivators. Meanwhile, qualitative research used in this study was ethnography. In the study of social sciences, ethnography is used to examine group or community relations or community-related human interaction with social and cultural development based on studies and theories adopted and used, for example, research on street children, street singers, and othes. Therefore, ethnographic research methods are considered to be able to explore in depth information covering such vast resources. The data in this study was the economic behavior of the community members of shifting cultivators in the district of Lamandau in Central Kalimantan. The data sources were shifting cultivators, local community leaders, village headman, traditional leaders, and traditional mantir. Data collection was conducted by means of in-depth interviews, participant observation, and documentation leaders to obtain information about economic behavior generated by the values of the local culture. This study was conducted in the Kudangan Village, Delang Sub-District Lamandau Municipality, Central Kalimantan Province. This location was chosen over several considerations. First, the location was considered to have very strong culture. Second, the people in this location have high dependence on nature. It was considered as the interesting things that can serve as the object of the study. In this study, the researcher acted as an observer of the economic behaviors of the local shifting cultivators. The presence of the researcher was to observe local culture values and economic behavior in the village of the shifting cultivators in Kudangan Village. The researcher started with preliminary studies since late 2012 to September 2012. Further, the observation, which was participatory observation, and indepth interviews to explore local culture valuesand economic behavior was done for 4 months, starting from October 2011 to January 2013. In qualitative research, the researcher is the main instrument. Therefore, in this study, the main instrument is the researcher herself, who was actively involved, either as an observer or participant, in the economic activities of the shifting cultivators. In conducting these activities, the researcher assisted herself with some supporting instruments, namely the tape recorder IC Recorder Sony bertipe ICD-PX312M that was used to record the information extracted from the interviews.

RESULTS The Forms of Individulism and Collectivism in the Community of Shifting Cultivators Based on interviews with several informants, almost all the members of the community in the village still had blood relation with one to another. Blood relation and closeseness as a family became the social capital for the community to individually or jointly conduct sustainable social and economic activities. These activities include the following. Bebuhung Bebuhung is a form of cooperation in traditional and family-oriented work in the fields during the busy times, when sowing and harvesting. In this cooperation, there is no reward system. The owner only provides lunch and dinner. The execution of sowing and harvesting will be done in rotation among members of the collaborating group. More detailed procedures for Bebuhung is described by the interviewee as set out in the following interview excerpt. ―We come to the house of the people whom we expect to help us to do some work on the farm, say in one or two days later. Thus, those in need of help come to the houses of their neighbors. Then, those asking for help prepare meal, twice, that is lunch and dinner. We slaughter pigs and hens; we must provide enough meal for everybody. Sometimes we‘ve got deer and fish, especially in the old days. These days, some of us don‘t eat pork, thus we provide other menu. Sometimes, we ask someone to help us to provide meal, and we call them gembayu. Gembayu provides that much amount of food. Gembayu also works in the farm. So, gembayu is not given any wage for preparing meal, gembayu just gives a hand.‖

In carrying out Bebuhung, farm owner has an obligation. Such obligations are explained by one informant in the following interview excerpt.

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Proceeding of 4th International Conference on Education and Social Sciences ―It depends on their ability. If they are able to finish the work by themselves, then they can do it alone. If they have a plan to ask for some help, then they go to their neighbors asking for help and we call it Bebuhung. For one-day work, the helpers will be provided with brunch, and then dinner is served at home. The work is done for one day. Take an example I do Bebuhung, then around noon, I get rice or glutinous rice for lunch, and then at night I will be invited to the house of the person I help and we have dinner together with other people helping during the day.‖

Working on the farm through Bebuhung is done by some people on a shift system. It is as expressed by the informant through the following interview excerpts. ―We take turn helping each other. Some day, we invite. Some other day, we are invited. Say, I invite and 30 or 50 people come, then I will feel that it is necessary for me to come when these people invite me to help them. I owe them once, and I need to pay them back the same way as they help me. Unpaid work...‖

Benjurukan Benjurukan is one form of familial cooperation. Benjurukan is almost the same as Bebuhung. The difference lies in the number of people who participated in the work of cooperation on the farm. In addition, in the implementation of Benjurukan, the farm owner's liability is only to provide a side dish eaten during the day. Here is a description given by one of the community members on the implementation of Benjurukan. ―Benjurukan is done this way, I work in A‘s farm this day, and then A will work in my farm the next day. Benjurukan is still practiced, is very strongly practiced in my mom‘s hometown there in West Kalimantan, and it is not limited to family members or relatives. The most important thing is that A has a farm or rice field, and A is willing to do Benjurukan, and that‘s the way we do it.‖ ―Benjurukan is a group work, cooperation in finishing work on the farm, from opening the farm until harvesting. Then, today I help my mom on her farm, the next day she will help me on my farm. The maximum number of people working is five or six people, o even only four people. It depens on the ability of the farm‘s owner. If he only needs one person to help, then there will only be one person.‖

Bepampai In addition to the activities on the farm or rice field, collectivism is also reflected in the activity of sharing hunting results. In the local language, this activity is called Bepampai. A description of Bepampai can be observed in the following interview excerpt. ―That‘s what we call Pampai. Pampai is sharing the hunting results we have. Say, we get one deer, and then we will divide the meat fairly among the family members. We still do it until today. But if others want to buy it, then we sell it. Or we can also buy others‘ part. Say, we each get 1 kilogram of the meat. If I want more, I can buy others‘ part. But, each of us get our part fairly and completely, I mean the part of the deer‘s body. We divide the ribs, the intestine, the backbone, and even the liver is cut into small pieces for everybody to be able to get a share of it. That‘s the way we do Pampai.‖

Meanwhile, another form of Bepampai can be found in the following interview excerpt. ―Our close neighbors sometimes, like my neighbors and I, if they get some meat from their hunting activity, then they will cook it and send some to me. And I do the same way. If I have extra food or meat, I also send them some.‖

Dividing the Havested Fruits from the Forest Basically, fruits such as durian, mangosteen, and other crops, such as rubber, are planted on the land that are no longer designated as a rice field which, according to Mr. Habisman, is called as the dead land. Based on interviews with several informants, the data showed collectivism level among shifting cultivators were still high. This was because the existing traditional laws regulated collective land rights and private property rights. Collectivism is evidenced by the statements of several informants that at the time of the fruit harvesting, which in the local language is called “musim bebuah”, in which all the villagers, both owners and non-owners of fruit trees could enjoy the harvested fruit. The sharing of the harvested fruits is suitable with the information shared by the Chief of Traditional Leaders in the following interview excerpt. ―Land including fruits, there is even a hill full with fruit trees, first planted by our ancestors and it will be inherited to the next generation. So they belong to all of us, and they should not be taken personally until now. Alt-

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Social Conservation based on Nation Character Building hough I am the Chief, I even cannot make a statement stating that they may belong to someone. People may take some fallen fruit to be sold, and it is not a problem.

The fruits can belong to groups or even to the public under eligible circumstances. It was as described by informants in the following interview excerpt. ―There is a footpath here, the fruit at the edge of that path may be taken, but if the fruit is on the village road, we must not take it. It may, for instance durian falling and rolling down the path, we can take it but to be eaten on the road only. If only 1 or 2 pieces of fruit we take, no problem. Because we do not climb the tree, do not pick up on the tree. Well if for instance rambutan falls over the road like this, we may take it and eat it. If it comes in a bunch, if perhaps it is not more than 1 kilogram, it is not a problem. If it falls here, we should not take it because it is the village road. If fruits fall on the road leading to the area outside the village, although there may be the owner, we can take it. Yes, it is set out that fruits fall right up the road it may be taken as long as there is no sign.‖

Recognition of private property rights is also evidenced by the lack of rules regarding the utilization of fruit production. A tree or plant becomes private property if there are signs or cues from the owner. It is stated by the informant in the following interview excerpt. ―The ones close to must belong to somebody. Thus, we must not take the fruits. But, if it is on the road like this, and there is some fruit on it, we can take it if only for us to eat. But this is a village; we must not just take things without permission. We must buy or ask… The sign is usually two splitted bamboos, attached to the trunk of the tree. It is like clipped to the trunk. That‘s the sign meaning that the fruit must not be taken by anybody. If the fruit tree is not on the village road, and there is no sign, then we can take it.‖

Marriage Marriage or wedding is a beginning of family life that becomes one of the phases of the life cycle. As traditional society in general, the Dayak Tomun tribe in the village of Kudangan also perform wedding ceremonies. This is done to represent happiness over the union of two families (the bridge‘s and the groom‘s family). The implementation of the ceremony, both in the preparatorion and during the ceremony, is conducted with relatives and villagers. Here are excerpts of the interview with one of the people in the Kudangan village related to the implementation and regulation in the wedding ceremony. ―In this village, if my family holds a wedding ceremony, then the other family members and relatives will provide some help and assistance, such as giving pigs to be used as special dish or rice. We also donate some money, but in rather small amount. Most of us help by giving pigs, rice, and so forth.‖

In the process of the wedding ceremony, we can also see community engagement to help each other. This is confirmed by the statement of the Chief of the Sub-District in the following interview excerpt. ―… We obviously have the willingness to pay for the goodness people have done for us. As an example, during the wedding ceremony we hold, you donate a pig, and then when you hold a wedding ceremony then we will also donate something for you, as we want to pay back your goodness. It is not a must actually; it is just because we are considerate. We‘ve got a proverb here stating that the wealth of the rich diminishes and the poor owe.‖

In carrying out the wedding ceremony, there is a dowry that must be submitted. This can be seen in the following interview excerpt. ―… Those donating pigs are only close relatives, such as cousins. It is not a custom. Here, dowry is in the form of tempayang or ceramic jars, but it is not done any longer since not everybody has got ceramic jars. It has been converted, in a form of money or agricultural products. But we do it these days, not long ago—it was a ceramic jar long ago.‖

Pregnancy Pregnancy is an advanced stage of the life cycle. The life of a new individual begins from this stage. Therefore, it is not surprising that traditional communities have a special ceremony to show how grateful they are to the arrival of a new individual in their family. Basically, this ceremony is held to invoke the protection and safety for mothers and fetus. Moreover, in the community of shifting cultivators in Kudangan village, there are taboos and pregnancy ceremonies such as the following.

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Proceeding of 4th International Conference on Education and Social Sciences ―If you ae pregnant, you are not supposed to slaughter cattle or animals, to peel coconut. We‘ve got a ceremony on the seventh month of the pregnancy. Prayer. For kaharingan, the custom, they will sit on gong, lean on tempayan. There will be two couples in the ceremony; one pregnant couple, and one non-pregnant couple. There is ikat tungang prayer. For the Christians, they will just do some prayer and call their priest.‖

Birth Children are a gift that is always expected by parents. In traditional society, in general, there are certain beliefs that must be adhered to and the restrictions that should be avoided during the process and postpartum. It is intended for the safety and health of the mother and her baby. Ceremony and restrictions that must be done by shifting cultivators in Kudangan village at birth phase is explained by an informant in the following interview excerpt. ―There is abstinence after childbirth. For example, in the past old houses here had what we call as Bontoran, and mothers who have just delivered a baby are not allowed to go to this Bontoran before the baby is bathed in the river. If the umbilical cord is off, it is the time for the baby to be bathed in the river as well. We hold the baby, while bathing, and give the baby a name. We also hold a ceremony when we burry the placenta. We use is nanam Kaharingan. It can be done by anybody, like old, male or female, but the one does that has to dress neatly.‖

In the belief of the shifting cultivators, there are also restrictions for certain family descendants. These restrictions are described by the Chief of Delang Sub-District in the following interview excerpt. ―As an example, when there is a family member giving a birth, there are some family members who must not eat chicken as it is a taboo for them. But, it is not a problem for other families. It is only for chicken. Next, the restriction is to do farming activities. The restriction is for both the owner and the workers, that is to carry deers and labi-labi, a kind of turtle.‖

Death Funeral ceremony is one manifestation of local culture preserved for generations as a form of respect for the elderly or respected ancestors. Due to the closeness among family members and blood relation, if a family member passed away, his death is grief for all. It encourages everyone to participate and help the ceremony and the ritual needed. For people who embrace Kaharingan belief system, there is a ceremony called Tiwah. In essence, Tiwah is a ceremony to escort the spirit, release the spirit from any mistakes, and to eliminate the plague of the dead. The ceremony is still executed despite the fact that the society that has embraced the new belief. Ordinances and regulations must be adhered to through a sense of togetherness owned by the community. This is illustrated in the following interview excerpt. ―Let's take the example of the death of a person belongs to a large family. Economically and logically, the family without the support of the public may not be able to carry out the ceremony. Here we have a custom to keep the body in the house for 3-4 days for Christians. For Kaharingan it depends, for Karambaro (hereinafter death event and then Tiwah). Support is gained from extended family and community.‖

In a funeral ceremony there are some restrictions that must be adhered to, among others, as described by the informant in the following interview excerpt. ―… Fasting. Just eat tubers. Eat boiled cassava. Should not drink water. Drink ginger water. In addition to drinking wine. Can get side dishes, but should not be given salt. The boiled cassava should not be given salt as well. So all the food eaten should not be given salt, MSG is also not allowed. Eating fried foods are also not allowed.‖

Conflict Resolution Conflict is an inevitable thing in the social relations among members of society. Each member of the community in general has a way to resolve conflicts, either customary or positive law in force. This also applies in the study area. The villagers in Kudangan still comply with customary law, especially in finding solutions to conflict. The conflict that often occurs is related to social boundaries, ownership of the fields, and criminality. Here is a description given by some of the informants regarding each type of conflict that often occurs in the village of Kudangan. Social problems that occurred in Kudangan were the ones elated to relationship among teenagers. The patterns of thought and relationship among teenagers have begun to change. One form is the loose norms as a guide for their behavior. Resolution of social problems related to those problems is reached

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Social Conservation based on Nation Character Building through deliberation and custom judgment. The parties involved in the case must take full responsibility for their actions. Although collectivism is still strong among the community, private property rights are recognized. This is reflected in the regulation of inheritance rights of land. In many cases, there are often disputes over boundaries and rights of ownership of land. Land rights are regulated only through local customs in the absence of written documents such as land deed so that some community members do not know the descendants who have the rights. The customary sanctions and penalties on the issues of land rights and ownership is explained by the informant in the following interview excerpt. ―The sanctions are in the form of kamuh. There are three levels, the lowest is tajau or tempayan, which is rather small, the second is pulau or tempayan, and the highest it tetawak or gong. But there is the conversion, so for example one pulau equals to how many tajau. The authorities must know exactly, for example, pulau is equal to 4 tajau. If we convert it into rupiahs, during this time, one tajau is IDR 100,000. Yes this is new policy. Pulau is equal to Rp. 400,000 and tetawak equals to five pulau, meaning Rp. 2,000,000. … It should be paid in cash, but if they have no cash money, they are given some time, say 10 days or one month, to collect the money. That may be done if the person is poor. Thus, if you cannot pay then you should find someone else who at one month can pay for you. So, you are looking for other people to help you, and tou are responsible to pay the person back someday.‖

Another problem experienced by the shifting cultivators in Kudangan village is criminality. Crime began to appear along with the acceleration of the modernization and globalization. This is due to the road construction that began around the late 2000s, in which population mobility have become easier. On the one hand, the presence of road is profitable for marketing forest products. However, on the other hand, the presence of roads has enabled the emergence of negative impact in the form of crime. It is as expressed by the Chief of Traditional Leaders of Kudangan in the following interview excerpt. ―Sometimes, theft happens. And we see it in levels. Say, there is a fruit tree on the road, and there is no sign made by the owner, we are still supposed not to take it without pemission; yet, if we take the fruit just for us to eat on the road and not to be taken home, it is not a problem. We can take the fruits of the trees along the paths on the forests, yet we must not take the ones inside the forests. Whether the trees belong or do not belong to someone, it is owned by the ‗forest owner‘ as we belief.‖

The negative impact of the easier road acces was also stated by one of the villagers in the following interview excerpt. ―The thieves are outsiders. It has already begun. Obviously it is due to the existence of the road. Motorcycles, even stuff as well, antiques are stolen. But the percentage is small. It was used to be that the entrance of tong edan made the society restless. In fact it was a wandering thief who came from the town.‖

Based on the above description, it can be concluded that the implementation of social and economic activities as well as community conflict resolution still values family ties strongly. Ties among members of the groups are very high due to blood relations and the intense interaction.

DISCUSSION The Forms of Individualism and Collectivism in Sustainable Economic Behavior among the Community Members of Shifting Cultivators Collectivism as one of the cultural dimension, according to Hofstede (1994), has an important meaning in the behavior of a sustainable economy. In this case, collectivism is used to overcome the shortage of family labor, especially at the stage when working on the fields or farms require a lot of manpower, especially during sowing and harvesting. The form of collectivism as well as kinship among the shifting cultivators can be seen while they are working together in the fields, such as mutual aid between families whose fields lie adjacent. Meanwhile, the meaning of family relationship of those having blood relation can be seen from thee pattern of their houses. Although the land is much wider compared to the number of the total population, descendants of the same ancestors reside close to one another and there is no fence among houses. Moreover, in Kudangan village the presence of typical longhouse as the typical traditional house of Dayak is still very visi-

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Proceeding of 4th International Conference on Education and Social Sciences ble. Usually the house is occupied by more than one nuclear family. However, these families still have blood relations. Dayak Tomun, as shifting cultivators in Kudangan village, has had a customary law that recognizes the right of private ownership of land in addition to the collective land rights or collective rights. This is in accordance with that disclosed by Vollenhoven (in Nihin, 1994) which states that Indonesian people have a close relationship between the law union and the land in their territory. The union was called by beschikkingsrecht. Beschikkingsrecht refers to land ownership rights. The community of shifting cultivators have land ownership rights, both as a group or communal and personal. The ownership of the land was acquired from the parent inheritance which would then be managed to meet the necessities of life. Land tenure is reinforced by the Agrarian Law of 1960 Number 5 and the Governor Regulation No. 13 of 2009 on Indigenous Lands and Peoples Rights on Land in Central Kalimantan Province. Secondary forest products that have been traditionally recognized as belong to certain familyowned, such as fruits and vegetables, are utilized together by the desecendants having direct blood relation. Communal ownership which is utilized collectively does not allow members from outside the group to enjoy the obtained results without the permission of the relevant group. In addition, blood relation and the nature of collectivism become a strong social capital in solving various problems of life, not to exclude in the implementation of local traditional ceremonies. All ceremonial materials are taken from the surrounding environment, such as rice, pork, tuwak (from the sticky tape), and chicken. The provisions have been set out in the customary and give meaning that the collective culture may help to build the behaviors of sustainable economy. The high level of collectivism affects the way to resolve socio-economic conflicts. Therefore, the family approach is still a top priority in social problem-solving efforts. In addition, penalties for violations are handled directly through binding customary law. Based on previous findings, i.e findings by Arina Maria L. et al., the degree of collectivism in the form of mutual assistance and kinship systems are still reflected in the daily life of the villagers of Tubang Apat, Murung Raya municipality. According to the findings, the habit of mutual cooperation is the main capital in building solidarity and harmony of social relations. The type of mutual aid expressed is exactly the same as the form of mutual aid practice by the Delang society, such as reciprocal cooperation in land management. In addition, the moral burden also applies in mutual aid activities of Tubang Apat villagers. It is also found in the social life of the community in Kudangan. These forms of cooperation as found in the Dayak Ngaju community life are known as handep, harobeh, and bekakarun. Familial attitude becomes a social capital in order to meet labor on reciprocal family relationships. At the moment when someone requires more labor in the agricultural cycle, labor shortages can obtained from fellow owner of the adjacent land. This results in the behavior of mutual need and mutual help between them, thus the system of reciprocity in labor compliance. The family labor is not paid in the form of materials, but in other forms, such as meal for lunch. From this, it can be seen that the fulfillment of labor is reciprocal. In addition, the distribution of rubber tapping of 60:40, in which tappers get bigger percentage, shows the high respect to labor. This familial approach is useful for increasing family income based on sustainable economy for the welfare of the society. Strong familial sense also allows the mutual help in the community. The community of shifting cultivators does not recognize the existence of competition in economic behavior because every person is a partner in the farming activities. The Role of Formal and Non-Formal Leaders in Forming Behavior of Sustainable Economy among the Community of Shifting Cultivators Like most tribes in Indonesia, the community of shifting cultivators also has a traditional leadership role in the ownership of customary land recognized. For example, the village headman is instrumental in setting indigenous rights, including in this case the setting of customary land rights. In the meantime, if there are people who die, they will be given the highest respect by conducting traditional ceremonies. In this ceremony, all the equipment and ceremonial needs are taken directly from the nature. The community will loyally donate goods (rice, labor, and cattles) according to their ability. However, from an ethical perspective of Dayak Tomun, it has become a moral obligation. In terms of running the traditional ceremonies, the community of shifting cultivators in Kudangan follows the principle dampo beluak, jampo owe which means that ‗the wealth of the rich diminishes, and the poor owe'. It does not encourage the consumer behavior of indigenous farming communities as tradition has arranged the goods to be donated for each person. It is very visible that the culture and local values determine the consumption behavior. The community of shifting cultivators innocently respects others who come from the outside environment. Outsiders are considered more capable, especially if they have higher education or certain ad-

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Social Conservation based on Nation Character Building vantages. If associated with the statement, this is what encourages the shifting cultivators, including Tomun Dayak, to provide a very high honor to guests from outside the area. The community of shifting cultivators will prepare all sorts of dishes and souvenirs to the guests. Often this dish is a dish that they rarely enjoy except on special occasions. Tolerance to guests is also manifested in the form of sensible treatment if there are guests who have different beliefs. The guest will not be required to eat or follow their rituals.

CONCLUSION The community of shifting cultivators values collectivism highly. It has something to do with the economic behavior when farming activities require a lot of labor, for example when burning, sowing, and harvesting. In addition, the high level of collectivism has a role in resolving conflicts. Therefore, the sanctions for these violations are handled directly through binding customary law so that the role of leaders, both formal and informal leaders, is very important. The behavior of the community of shifting cultivators in doing farming activities is strongly influenced by local cultural values. Although they do the farming activities together, it does not mean they work communally. They work together because of the demands of the need for a large workforce, especially during sowing and harvesting. For these shifting cultivators, individual land rights are respected; they work to meet the needs of their everyday life, but they do not work in exploitative manner of natural resources.

REFERENCES Alqadrie, S.I. 1987. Cultural Differences and Social Life Among Three Ethnic Groups in West Kalimantan Case. Tesis. Lexington, Kentucky: College of Agriculture, Agricultural and Rural Sociology, University of Kentucky. Arman, S. 1994. Analisa Budaya Manusia Dayak. Dalam Florus. P (Eds) Kebudayaan Dayak (hlm.121-132). Jakarta PT Gramedia Mediasarana. Gilman, R. No Year. Sustainable Economic. (Online), (http//www.knowthe candidates.org/ktc/images/gilman3265.cop.gif&imgrfe), diakses 2 Septem-ber 2012. Hofstede, G. 1994. The Business Internasional Business in Culture. International Business Review Vol. 3: hlm.114, (Online), (http://www. scribd.com/doc/4054886/Hofstede-Greet-1994-TheBusiness of-Internati-onalBusiness-is-Culture), diakses 2 September 2012. Nihin, A.Dj. 1993. Pembangunan Berpusat pada Rakyat dan Budaya. Muara Teweh. Riwut, T. 2003. Maneser Panatau Tatu Hiang: Menyelami Kekayaan Leluhur, (Nila Riwut, Ed.). Palangkaraya: Pusakalima. Salim, E. 2010. Ratusan Bangsa Merusak Satu Bumi. Jakarta: Kompas. Wikipedia. 2012. Sustainability,(Online), (http://en.wikipedia.org/wiki/ Sustainability), diakses 2 September 2012.

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“SOCIALIZING” RURAL SOCIOLOGY: THE FUNCTION AND ROLE OF SOCIOLOGY IN RURAL SOCIETY Thriwaty Arsal Department of Sociology and Anthropology Faculty of Social Sciences, Semarang State University ABSTRACT In a developing country, sociology is useful for development. The development process of a country is aimed to give physical and spiritual prosperity for its society and maintain the country integration or unity. Sociological research assists societies in solving social problems as preventive and repressive methods. Society researchers or sociological experts play role in the society as research expert, policy consultant, technician and educator. The result of rural sociological research can be used to improve the life and livelihood of rural society, such as agricultural counseling and social problems. Keywords: Sociological Function and Role, Rural Society, Rural Sociology

INTRODUCTION As an academic, the blasphemy from various groups on social science in transformation process of a society was a big concern. Modernization in a society that creates saturation, alienation and social gap should be the object for sociological discourse; however, sociology is left behind when the society experiences a transformation. The meaning is that sociology, as a social science, seems to be outside the society itself; thus, it does not ―socialize‖. Therefore, this article tries to explain the function and role of sociology in the transformation and dynamic of rural society. Rural sociology is a branch of sociology studying about social symptoms in rural area. Begin with the word rural which is village, the meaning of village should be understood at first since the object and part of rural sociological science is village. According to Act No. 5, 1979 on regional government; a village is an area inhabited by a number of people as a unit of legal society, having the lowest governmental organization, directly under the sub-district head and has a right to run their own household within the Republic of Indonesia. Rural sociology is a group of systematized knowledge resulted from the application of scientific method in a study of rural society, its organizational structure, process, and main social systems. In addition, a village is a legal unit where a society lives and has autonomy to run their own government along with its changes (Rahardjo, 1999). From various definition of a village, it can be concluded that a village is an area inhabited by a number of people, in which the area is filled with trees and devastated areas and there is close kinship among the people who has their own governmental system. According to Parsons (Svalastoga, 1989), rural society as a traditional society (Gemeinschaft) has the following characteristics: a. Affectivity is related to affection, love, loyalty and intimacy. The realization is in attitude and behavior of mutual help, sympathy for others and sincere assistance. Orientation toward this collective nature is the consequence of affectivity, which is emphasize on togetherness, do not like to stand out and do not like people who disagree, the point is that everything should indicate togetherness and equality; b. particularism basically is everything related to special enforceability for certain area or region. Subjective feeling, a true feeling of togetherness prevails only in certain group; c. Ascription relates to the special quality or nature that is not gained from unintentionally effort but it is a habitual or inherit (achievement) situation; d. diffuseness is an unclear thing especially in the relationship among personals without explicit firmness. Rural society uses indirect language to point on something. Parsons‘ assumption can be seen in villages where the societies are still pure without any external influence; however, inside, our rural society knows various symptoms, among other: conflict (dispute) that usually happen due to daily problems in a household and often spread outside the household. Generally, the sources of dispute are position and prestige, marriage, etc. The controversy could relate to the change on cultural concept (customs), psychology or the use of black magic. Competition of rural society is human with their natures and having competitors due to the manifestation of the natures.

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Social Conservation based on Nation Character Building SOCIAL CHANGE OF RURAL SOCIETY FROM TIME TO TIME There is wrong general perception about the existence of rural society where rural society tends to be underestimated. In reality, the society has important role in the history of human civilization formation and development. Before the introduction of planting, which is the origin of rural society community, human life history has undergone a slow development process. Around 1.990.000 years, human has undergone a simple life with livelihood system of food gathering economics (hunting, collecting and fishing). With the nature of this livelihood, they were less likely to have relationship and build cooperation in regular and permanent nature since they were always mobile following the life pattern of their hunted animals. This human life pattern indicates more to the form of pre-society. it means that it does not reflect a regular and permanent life of society. According to Rahardjo (1999), agriculture is the main characteristic of general villages in Indonesia. Based on its existence, a village is a phenomenon that occurs with the recognition of planting. Due to the importance of agricultural factor for the existence of village, it can be understood that most spaces and objects of rural sociology will revolve around agricultural aspect, its activities and dynamics. The recognition of planting 10,000 years ago has change the existing situation. The nature of plant that related to a place (immobile) and time has forced people to stay. Usually, they stayed in certain places where the land was fertile, which was riverside and lakeside; therefore, grouping was created. Within the grouping, regular relationship occurs among them. Further, the condition has created accumulation of symbols, which is the beginning and foundation of human civilization development. Planting activities marked the beginning of village phenomenon since the main definition of village is a place to stay for a group of people having dependency on a place. Rural society is often understood in its relevance to agriculture activities; however, this understanding is not sufficient since we have to relate it with the context of change and development of the world for it is the integral part of world life. In order to be able to understand the village and all its dynamic, a theory or perspective (perception) is needed as a frame of thought. In this case, a village can be explained, at least, from theories of social change and development of a society. Theories that can be used to explain village phenomenon are theories from social sciences including sociological theory. Sociological theory used refers to social evolution theory by Herbert Spencer, which is the derivative of biological evolution theory by Charles Darwin. The social evolution theory tries to explain village phenomenon as a process of change and development of society from simple society to complex society. It appears that general social evolution theory is not sufficient to comprehensively explain rural society phenomenon; therefore, specific theories are needed. Those specific theories explain the development of society through certain stages. The theories are dichotomy and trichotomy models that divide society into two or three types. The theories belong to modernism theory side. The opponent side of modernism theory is dependency theory. Modernization theory states that all societies will change and develop into modern societies; whereas, dependency theory states that modern capitalism causes marginal societies to be dependent to developed country causing backwardness. With various external factors entering and influencing the life at the village, it can be stated that rural community has started to develop into urban communities where customs, tradition or traditional cultural pattern of the village experience change process.

SOCIAL STRUCTURE AND ECONOMIC OF RURAL SOCIETY Rural sociology is sociology of social structures and processes happened in rural areas. This study emphasizes the rural society and its dynamic consists of social structure, social process, livelihood, behavior pattern and various transformations of knowledge and technology. Rural sociology also includes human relationship as individual and relationship among groups in rural environment. The aim of rural sociology is to collect information about rural society and its relationship describing behavior, attitude, feeling, motive and activities of human who lives in rural environment. The result of rural sociology study can be used as data provider and supplier and information needed for efforts of rural society development, such as the success of agricultural counseling activities. The concept of social structure contains definition of the existence of clear and regular relationship between one person and others. To be able to build the relationship, there must be a game of rule recognized and practiced by the involved parties. The game of rule is norm or principle and an institution is needed to make the norm concrete and binding. According to Sorokin (1959), social structure can be divided into two, vertical and horizontal. A vertical social structure (social stratification) describes social

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Proceeding of 4th International Conference on Education and Social Sciences groups in a hierarchical orders and a horizontal social structure (social differentiation) describes the variation within the social grouping. A social structure is a social order or formation in the life of society that contains reciprocal relationship between status and role; limits by social elements and points to a behavioral regularity so that could give form as a society (Soekanto, 1983). In addition, Shanin (1971) states that social structure of a village is a special situation for certain area in a certain period of time. However, Shanin also states that there is no concept of social stratum can be used to explain social reality of certain farmer group; therefore, it is difficult to reveal class structure of a society. This difficulty found by Beteille (1977) when trying to formulate formal definition of class by comparing existing various interpretation model of class structure to social reality found in agrarian society in India. Beteille could not find any formal and satisfying definition on class based on the ability to explain social symptoms in logical and consistent ways and to clearly indicate sociological meaning of class categories resulted by those definitions. Moreover, Beteille explains that the division of society class usually follows two formal approaches, dichotomy and gradation approaches. Dichotomy approach relies on dependence relationship between two categories of class related to land ownership, control and use, such as relationship between land lords and farmworkers. Dichotomy approach has advantage in showing the sociological meaning of relationships between various indicated class categories; the disadvantage, however, is in explaining the consistency of relationship between those various categories. For example, dependence relationship between two class categories related to land ownership and use, such as between the landlord and farmworkers. The division model is unable to explain the nature of the relationship between those categories if faced with symptom where there are many landlords with narrow areas who relatively free from dependency on landlords with wide areas and do not hire or pay farmworkers. Discussing about social structure in a society cannot be separated from Marx and Weber‘s thought about social stratification dimensions. Marx‘s classical thesis on social stratification system is closely related to inequality of class caused by differences in the main economic life concerning production mode. Therefore, Marx‘s opinion gives more emphasize on economic aspect determining class position (Charon, 1980). The above discussion assumes that each society has position in its social structure. Following Marx‘s opinion, the position of every people in a social structure will be determined by accessibility to economic factors. Talking about rural society means talking about how the society fulfills their physical needs. Rural society economic system is closely related to its agricultural system; however, the agricultural system not only reflects the economic system but also the value system, social norms or tradition, customs and other cultural aspects. The above definition shows that rural society considers its agricultural system as a way of life. Agricultural system in Indonesia is based on Whitlesey‘s category includes unirrigated land planting, sedentary unirrigated planting, sedentary planting and intensive and simple irrigation planting with paddy as the main crop and fruit plantation. Whereas, based on Frithjof‘s category, there are two agricultural systems in Indonesia, shifting cultivation, family farm and capitalist farm. Mubyarto divides the agricultural systems into two categories, smallholders and agricultural company. Regarding the economic system, agricultural system consists of three eras, simple cropping, precapitalist agriculture and capitalist agriculture. In the beginning of cropping system, agricultural activities of our ancestors was aimed only to fulfill their own food necessity and not for exchange. Whereas, in the era of pre-capitalist cropping, cropping was not only for fulfilling the food necessity but also to fulfill needs other than food. In this era, agricultural system started to be identic to economic system. During capitalist era, agricultural system was managed not only for fulfilling the family need but it was intentionally and consciously to be directed to gain profit (profit oriented). The dependability of economic system to social system is related to its level of technology use. In farmer society with no modern technology and not yet commercial, the existing social relationship shows informal and permissive intimacy. On the other hand, agriculture managed with modern technology, its social relationship is no longer intimate, informal and permissive.

THE FUNCTION AND ROLE OF SOCIOLOGY IN RURAL SOCIETY Sociology has an important position and function in the society that experiences an increasingly complex reality. Through sociological knowledge, it is much easier for everyone to understand oneself, one and other attitude and other social phenomenon in one‘s social environment. The development of human life for decades has formed characteristic in each of the era and be responsible for revealing the potential of the existing knowledge concept as a new knowledge or the result of old knowledge development. Human has reached the conclusion of the real life reality and used it as complex learning.

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Social Conservation based on Nation Character Building Sociology begins from an understanding on knowledge about human life toward social realities they faced in the middle of social life. A thought in sociology states that in order to survive, a society should develop procedures of reality maintenance. What is the function and role of sociology in the society especially rural society? In order to understand it, social planning concept is the main function for the formation of sociological science since, basically, sociological science is part of social science study. First: a. recognize and understand the development of both traditional and modern society cultures from time to time. Human culture has developed well due to the flow of information and technology and cultural acculturation with other cultures. Sociological science occurs to study all forms of culture, past or present cultures. b. understand the relationship between human and environment, relationship among groups, change process and the influence as social creature that grows and develops in a group or environment; man has long formed relationship patterns in their life. Sociology has responsibility to find out how is the relationship process conducted by each individual and group so that they can survive up until now. c. have scientific discipline based on objectivity as a science with scientific studies as its base. Sociology has succeeded in convincing that social symptoms in a society can be explained quantitatively and certainly. This, in turn, has resulted in a new paradigm that social life performed by man can be explained as is studies on natural sciences. In fact, sociology sets out objective observation in every research to gain real conclusion and not merely hypothetical conclusion. Thus, by describing the real condition in a society, a sociologist is able to create an appropriate future plan. d. thinking sociologically; the function explains that sociology is able to explain how is the present society as a reference in formulating a policy. e. a tool to find out the development of a society in order to create society order through more accurate data; therefore, the development pattern of a society can be known including its social organization and the prevailing values and norms. The purpose is to maximize those roles to guarantee equilibrium and the need for quiet and peaceful life. There are many research objects in a society that can be studied to gain understanding on society itself. As a research tool, the function of sociology is to analyze everything within the society, such as understanding symbols and words, codes and various terms used by the society as empirical research object, understanding patterns of human behavior in a society, considering various social phenomenon occurs in the society regardless the subjective prejudice and observing tendencies toward change in behavior patterns of society members due to certain causes. During the research, sociologists are requested to be thorough to keep their rational mind to avoid being trapped in unclear thought pattern. Reference data for development usually uses by policy makers such as government; therefore, the appropriate development goals could improve the living standard of societies including rationalist development, planned development and its realization and efforts to improve productivity of work, economic, social, etc. In a developing country, sociology has benefit for the development. Development process is aimed to give physical and spiritual prosperity to the society and maintain the country integration or unity. Sociological research assists society in solving social problems as preventive and repressive methods. Community researchers or sociologist have role in the society as researcher, policy consultant, technician and educator. The result of rural sociology research can be used to improve the life and livelihood of rural society, for example in agricultural counseling and social problems. As researchers, sociologists collect and process data into scientific work for decision making and clarify various wrong opinion developed in the society. The result should be able to provide truth, social forecast based on tendencies or changes pattern that likely to happen. As policy consultant, they help to predict the possible influence of social policies, give thought on policy selection to achieve goals, explain to the society on which policy that likely to be implemented to achieve goals. As technician, they involve in planning and program implementing of society activities, work as applied scientist, create better system or help people to find better life in a system. As teachers/educators, they provide neutral, objective and value free fact. Provide concrete sample in their involvement in problem solving and social activities indicates their learning from field experience since a sociologist is not a policy maker and decider; however, he/she helps rural society to understand and present phenomenon in the society. Rural sociology has small but important role; however, this small aspect could help in determining whether the development conducted by government is suitable or significant.

CONCLUSION Rural sociology is sociology on social structure and processes in rural areas. The study give emphasizes on rural society and all its dynamic consists of social structure, social process, livelihood, behavior pattern, and various knowledge and technology transformation. Rural sociology also includes human relationship as individual or among groups exists in a rural environment. The aim of rural sociology learning

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Proceeding of 4th International Conference on Education and Social Sciences is to collect information on rural society and its relationship that describe human behavior, attitude, feeling, motive and activities that live in rural environment. The result of rural sociology study can be used as data provider and supplier and as information needed in for development efforts of rural society, such as the success of agricultural counseling activities and social problems.

REFERENCES Beteile, Andre, 1977. Inequality Among Men. Oxford: Basil Blackwell & Mott Lipited. Charon, 1980. The Meaning of Sociology. Alfred Publishing Co. Inc. Marx, Karl. 1973. Historical Materialism Summarized. Dalam E. Etzioni-Halevy and A. Etzioni (eds) Social Change, Sources, Patterns, and Consequences. New York. Publisher: Basic Books Inc. Pitirim, Sorokin A. 1959. Social and Cultural Mobility. dalam Sosiologi Suatu Pengantar, Editor : Soerjono Soekanto, Rajawali Pers : Jakarta Rahardjo, 1999, Pengantar Sosiologi Pedesaan dan Pertanian, Edisi Pertama, Gadjah Mada University Press. Jogyakarta. Shanin, T., 1975. Peasant and Peasants Societies. Penguin Education. Middlesex, UK. Soekanto S., 2003, Sosiologi Suatu Pengantar, Cetakan ke-36, PT. Raja Grafindo Persada. Ulrich P, 1993, Sosiolologi Pertanian, Yayasan Obor Indonesia Jakarta Svalastoga, K. 1989. Diferrensiasiasi Sosial. Bina Aksara Jakarta.

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Social Conservation based on Nation Character Building

THE INTEGRATIVE CHARACTER EDUCATION CURRICULUM MANAGEMENT IN INSTITUTE OF EDUCATION PERSONNEL 1)

Titik Haryati1, Joko Widodo2 PGRI University of Semarang, Doctoral Student of Educational Management Semarang State Univeristy 2) Educational Management Program, Semarang State University ABSTRACT

The objective of this research is to analyze the character education curriculum management model which is up to now carried out in LPTK. The particular target to be attained is to find out the integrative character education curriculum management model which is developed in LPTK. Preliminary research with a qualitative approach , data collection using interviews and review of documents discovered factual management models curriculum LPTK character education in subjects with integrative specifications , such as the strengthening of personality development courses and integrated in each course , but it has not been done systematically.Characteristics , vision , situation , condition , ability , experience and understanding of the theory , government policies as well as everything related to character education by LPTKs the coloring matters of planning , organizing , implementation , and evaluation of the character education curriculum in every LPTK. This finding a foothold hypothetical model development management integrative character education curriculum to be consulted and tested experts to get inputs and enhanced . Results refinement can be Developed as a management model of integrative character education curriculum in LPTK. Keywords: Curriculum Management Model Development, Integrative Character Education Integrative, LPTK.

INTRODUCTION Character education for students LPTKs absolutely necessary, because the student is LPTK teacher candidates who will manage the learning process and take responsibility for the physical and spiritual development of learners to reach maturity . For that they are required to equip the knowledge , values and attitudes of certain skills to learners in various ways so that learners can develop themselves to the fullest and have a personality / good behavior , such as : honest , responsible , respecting the rights of others , hard work , etc. (Lickona, 1991: 201). The Purna research results (2011 : 19 ) indicates that the graduates LPTK have performance that still need to be improved . Pedagogical, and professional personality Citizenship Education Teacher SMA se - District of Bantul in the high category , but enough social competence. (Citizenship Journal , Vol . 1 No. 1 , July 2011) Sukamto (2009 ) argues that " From some cases assessment the proposed portfolio of teachers , there is a tendency of teachers to do anything to qualify for certification . Pressure from outside The more strengthened to give certificates to as many educators indicated that teachers might soon CAN Educators Professional Allowance enjoyed " . His research results that indicate: ―There is no significant difference between the groups already qualified teacher certification with a new group of teachers who will be proposed for the quota in 2010 , both in terms of perception of certification , their attitudes about policy implementation and certification of their evaluation of the impact of certification to increase the quality of learning . Retrieved strong impression that teachers and teacher organizations are still very concerned with certification as a teacher social welfare programs than the increase in their professional qualities as a teacher‖ Strategy development of character education in colleges , including in LPTK can be done through the following activities: (1) learning , which is given by : (a) Strengthening of personality development courses ; (b) Integration into every subject areas of science , technology , art ) ; (2) Extra-curricular activities ; (3) Development of college culture ( religious , academic , humanist ) . According Suparno , et al . (2002 : 42-44 ) , who called character education development strategy in terms of a model approach to the delivery of educational character , include : ( 1 ) model as Subjects Admitted ( monolithic ) ; (2) Integrated Model in All Fields of Study ; (3) Model in Teaching Affairs ; (4) Combined Model ( integration models and models outside lessons) Based on the reference, limited observations, and interviews with structural officials, as well as by lecturers in LPTK known that in general LPTK feel already implementing character education with different models with each other. There are applying monolithic models, there is also a model of integration in teaching / curriculum. However, based on a review of relevant documents, such as: learning devices (Syllabus and RPP) of some subjects showed that the values of characters (such as: honest, intelligent, caring,

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Proceeding of 4th International Conference on Education and Social Sciences strong, etc.) Have not been integrated in the syllabus and lesson plans. Thus it can be said that the implementation of character education in LPTK not managed systematically, so that the direction, execution, materials, methods, media, learning scenarios, the source material and the evaluation of character education is not yet clear. Moral messages in the form of the command / call / invitation or restrictions in accordance with the competence and material, in general, has not been done. As a result, the effectiveness of character education are hard to see. Given the changes in attitude and behavior is to be realized through character education , the objectives, materials , methods , learning scenarios , media and learning resources , as well as the evaluation of character education should be well planned. According to Husaini (2010 : 1-9 ), ideally integrative character education curriculum in order to create a professional teacher and character by character education therefore it is important to develop. In development is not enough just to make it as their own courses but should be integrated into all subjects. From the above description ,it is necessary that the research aims to find a model management integrative character education curriculum developed in LPTK . One of the issues raised is how the character education curriculum management in LPTK.

LITERATURE REVIEW Article 3 of Law No. 20 of 2003 states that " national education serves to develop the ability and character development and civilization of dignity in the context of the intellectual life of the nation , is aimed at developing students' potentials in order to become a man of faith and fear of God Almighty , noble , healthy, knowledgeable , capable, creative , independent , and become citizens of a democratic and accountable " . Of the function and purpose of national education above in mind that through education , learners will develop aspects of knowledge , attitude and behavior so that it becomes a full human . This means that students , in addition to having intelligence also good character / bebudi sublime line with government expectations . From the foregoing , it can also be understood that character education is a very important and integral part of education in Indonesia , and shall be given to students in elementary education units to higher education . The above statement is also supported by the opinions of Muhammad Nuh in Abidinsyah ( Socioscientia Journal , February 2011 , Volume 3 No. 1 ) which states that education must show three things: (1) Provide ideals or goals ; (2) Provide knowledge ( not just science , for example, mutual help and mutual care was also science ) ; and , (3) character. The basic principles of character education according LPTKs Association (2010 ) associated with this research , among others : ( 1 ) Character education is a continuous process and never ends ( never ending process) ; ( 2 ) The implementation of character education diinferensi of the National Education Act number 20 of 2003 , namely : ( a) the nature and civilization with dignity; ( b ) the intellectual life of the nation as a collective goal , and , ( c ) the development potential of the student as an individual destination ; ( 3 ) The process of learning , education policy -making character education efforts must be based on the theory and science education ; ( 5 ) Learning is built as a cultural process that the process is not linear and not be subject " Character Education . " The development of the characters converge in the educational process Development of character education that integrates with the educational process , can be done in the learning activities pursued through the strengthening of personality development courses and integration into any subject fields of science , technology and art . Sudarsono (2009 ) argues that the character development in the educational process , it is not possible simply to be taught but must go through four corridors that run throughout the course curriculum , namely : (1) internalize moral values ; (2) Inform the things that should and should not be understood ; (3) Establish a habit that should be monitored ; (4) Got a good role model of teachers on an ongoing basis. Known three-track strategy of implementation of character education in universities , namely : ( a) institutional ; ( b ) curricular activities ; ( c ) non - curricular activities . Of the three paths are selected in accordance with the title track of this study , namely the path curricular activities . Pursuant MONE (2011) , which meant curricular are matters relating to academic degan who have entered into the curriculum . These things , including the basic values of the characters to be internalized into the self-learners , such as : honest , smart , tough , and caring . These values can be attached to or integrated into curricular activities in the form of : (1) Determination of the charge character in each course ; ( 2) The anti cheat ; (3) The anti plagiarism ; (4) Created subjects of character development. Subjects described the character development of the basic values of honest , smart , tough , and the matter can be described in the following table :

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Social Conservation based on Nation Character Building Table 1. Material Development Lecture character The Core Values of character Honest Intelligent Resilent/strong Caring

Subject The concept of self- knowing , self-motivation , self-control , self relationship with God , the virtues of self , self-value system , honesty and sincerity , self treatment , giving and sharing , etc The concept of self as an achiever ( always create excellence ) , the ability to analyze the use of SWOT , the ability to make decisions , change management , L - Directed Thinking , R Directed Thinking ( left and right brain Intelligence ) , etc. The concept of environmental influences destructive or constructive , pressure or stress , self-reliant , to be a winner not a loser , risk management , etc. Recognizing that there is a wide range of interests , social concept , the concept of mutual interest and the concept of tolerance , etc.

Source : Directorate General of Higher Education (2011 : 56 ) The values of character that is integrated in the above learning to the learners will be effective or not, it is influenced by several things, one of which is the curriculum. According to Article 35 paragraph (1) of Act 12 of 2012, the higher education curriculum is a set of plans and setting the objectives, contents, teaching materials, methods of delivery danpenilaian used as guidelines for the organization of learning activities to achieve the objectives of Higher Education. So it is clear that the curriculum as a guideline implementation and achievement of educational goals, including character education. Therefore, in order to guide curriculum subjects and objects of education, then it must be managed properly. Curriculum management includes planning, organizing, implementation, evaluation. If the curriculum management functions performed correctly, in accordance with applicable regulations, expected to be petrified achievement planting effectiveness character values for learners. Curriculum planning is the ability to plan and organize curriculum terkai with who is responsible for planning and how planning is done in a professional curriculum. While organizing the curriculum related to the arrangement of lessons in the curriculum. Source of lessons in the curriculum organization may be: cultural values, social values, aspects of students and society as well as science and technology. Bberapa factors to be considered in the organization of the curriculum, including: scope (scope), the order of material (sequence), continuity, balance and alignment (integrated). According to Robin Fogarty (1991: 4-104) there are ten ways or models in an integrated learning plan / integrated. Tenth way or the model are: (1) The Fragmented Models (Model Fragment), (2) The Connected Model (Model Connected), (3) The Nested Model (Model nested), (4) The Sequenced Model (Model Order / circuit), (5) The Shared Model (Model Divided), (6) The Webbed Model (Model spider webs), (7) The threaded model (Model strain), (8) The Integrated Model (Model Integration / Integration ),(9) The immersed Model(Model Sunset), and (10) The networked model (Model Network) Implementation of the curriculum related to the administration of the implementation of the curriculum at the school level and grade level . Administration curriculum implementation in touch with all the tasks that enable the implementation of the curriculum , with the aim that the curriculum can be implemented properly . While the curriculum evaluation was conducted in order to obtain information about the effectiveness of the implementation of the curriculum . Evaluation of the curriculum include : ( 1 ) The availability and completeness of the components of the curriculum ; ( 2 ) Understanding the curriculum books ; ( 3 ) The implementation of the school curriculum ; ( 4 ) Utilization of supporting facilities . From the above discussion , the question arises of how management ( planning , organizing , implementation , evaluation ) in the character education curriculum LPTK ? According Suparno , et al . (2002:42-44 ) , there are four models of character education delivery approaches , namely :(1) model as Subjects Admitted (monolithic);(2) Integrated Model in All Fields of Study;(3)Model in Teaching Affairs; (4) Combined Model . (1) Model as Subjects Admitted ( monolithic ) , character education is considered as a separate subject . Therefore , character education has the same position and treated as subjects or areas of study. In this case , teachers of character education must prepare and develop the curriculum , develop syllabi , making design process (RPP ) , teaching methodology , and evaluation of learning . Consequently character education should be drafted in a structured timetable . The advantages of this model are submitted materials become more planned mature / focused , material that has been presented more scalable . The disadvantage : it depends on the demands of the curriculum ; cultivation of values as if only the responsibility of the teacher ; effects appear only touching character study of cognitive aspects , do not touch the internalization of values. (2) Integrated Model in All Fields of Study, delivered in an integrated character education in any field of study, and therefore the responsibility of all teachers (Washington, et.all, 2008). Each teacher can choose a character education materials that match the theme or subject of study. Each teacher is teaching

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Proceeding of 4th International Conference on Education and Social Sciences character education without exception. Integrated model of excellence in every field of study, among others, each teacher will share responsibility for planting the values of life to all students, in addition to the understanding of the values of character education are less likely to be informative-cognitive, but is applicable in accordance with the context in each field studies. The impact students will be familiar with the values that have been applied in a variety of settings. The disadvantage is the understanding and perception of the value to be invested should be clear and the same for all teachers; ensure equality for every teacher is not an easy thing menginat background every teacher is different; if there is a difference of interpretation between the values of the teacher will make students confused. (3) Model in Teaching Affairs, prefer the processing and cultivation of values through an activity to be discussed and then discussed the values of life. This model can be implemented school teacher assigned or entrusted to another agency to implement it. Pros: students will gain experience directly and concretely. The disadvantage: there is no fixed structure within the framework of education and teaching in the school, so it will take longer and cost more. (4) The combined model is combining the integrated model and models out lessons together. This model can be implemented in cooperation with the team either by teachers / lecturers and in cooperation with parties outside of school / college. Pros: all the teachers involved; teachers can learn from outsiders to develop themselves and the students; students receive information about the values at the same time also strengthened by the experience through which the activities planned. Of several models above, then the answer to the question of how the management of a character education curriculum in LPTK, so depending on the model selected character education and applied by each LPTKs. A correct understanding of the theory and various things related to pedidikan character and selecting the appropriate character education model will assist in the management LPTKs character education curriculum. Study of the relevant research results can be one of the important reference in understanding the various things about character education so that it can be used as a reference in selecting a character education model applied and in determining the character education curriculum management model developed in LPTK. Such as, the results Mulyana (2010) on "Prevention of Plagiarism in Thesis Writing Efforts Strengthen Academic Formation of Character in the World" indicates that plagiarism in writing thesis includes duplication, which consists of a) duplication of titles; b) duplication of the substance; c) duplication study of theory; d) duplication of data / objects; e) berthing false references, and references or duplication. Prevention of plagiarism as an effort to strengthen the formation of character in the academic world, among others, to restore the proposal, include primary reference, and revise the total and or replace the paper. The approach has been successfully carried out the process thrusting solution that symptoms do not develop thesis plagiarism. Murdiono, M. research (2010) on "Strategies Internalization Religious Moral Values in Learning in Higher Education" shows that religious moral values are a top priority for development in the learning process in the Department of Civics and Law, Faculty of Social Sciences and Economics, University of Yogyakarta include moral values devotion, honesty, sincerity, and responsibility. Internalization of religious moral values in the learning process in college can apply a comprehensive approach that includes aspects of the content, method, time, actors, and assessment. Baroroh, K (2011) in a study "Efforts to increase the values of Students Character Role Playing Through Application Method" found that by applying the method of role playing an increase in the values of the character of the students, which can be seen from the indicators discipline (10.9%) , hard work (7.4%), creative (19.6%), and communication skills of students (18.9%); Kurniawan, A (2012) in research "in the Character Education Management Learning Programme in International Class SD Laboratory, State University of Malang" found that: (1) the activities of teachers in the planning stages include preparing a worksheet for each subject, prepare instructional media in accordance with modules that have been made of teachers, as well as preparing the syllabus based framework that has been established by the Cambridge, (2) learning activities conducted teacher character education through habituation clean lifestyle, instill discipline and abide by the rules in everyday life, and continues to provide motivation for learners to improve its competence, (3) assessment of character education teacher based on observations performed learners attitude from the beginning to the end of the learning activities, (4) the factors that affect the management of character education in learning: (a) supporting the implementation of character education activities in learning among others, the cooperation between the members of the teachers in the form of Sharring about teaching and learning activities are carried out daily, training implementation of character education from the Ministry of Education, as well as the awareness of parents / guardians of the students of the educational activities in the International Class Programme Elementary Laboratory, State University of Malang, (b) inhibitors management is the lack of character education lesson plan (RPP), the absence of guidelines manufacture of modules, as well as the

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Social Conservation based on Nation Character Building absence of specific criteria in determining the attitude assessment, (c) strategies for overcoming obstacles is Sharring with fellow teachers or also directly consult on issues faced to the principal. Wardani, Nanik, S research (2010) on the "Impact of Curriculum Implementation S1 PGSD on 4 courses S1 PGSD PJJ consortium in Central Java and Yogyakarta", shows that; (1) The curriculum of each LPTKs has its own characteristics shown by the difference in time to change the curriculum, the difference in packaging clump of course both the number and type of clump, the different types of courses both in terms of the course name and the amount of credits, as well as differences in the burden credits that must be taken to achieve the Strata 1. Changes in the curriculum of each LPTKs since 2006 running on their own according to the interests of each institution's mission and vision that will achieve the institution; (2) Problem Solving Model or model of action research which involves all components of education that includes students, parents, teachers and the school system is the most effective models were used to evaluate the curriculum. The curriculum was developed in order to meet the needs of stakeholders (stakeholders); (3) The impact of the implementation of the curriculum for graduates do not produce immediate effects, except in terms of the quality of professional education curriculum that integrates positive impact both for graduates and graduate users.

RESEARCH METHOD This study is part of a research and development ( R & D ) , performed to obtain information about the management of the educational curriculum in LPTK character that will be used to develop products in the form of character education curriculum management model of integrative ( PKPKI ) in LPTK . Subject was the Chairman of the Program / Secretarial Studies Program , Faculty, and Students LPTKs PPKn Studies Program . The study design was designed with a qualitative approach is through the collection of qualitative data to be presented and held further data reduction is concluded . The data analysis technique used is the model of interaction analysis conducted by Strauss (2007 : 100 ) , which connects between the categories with subcategories and then look for patterns . Steps were used in this analysis is a data reduction , data presentation , and data verification Miles & Hubermen (1984 : 23 )

RESULTS AND DISCUSSION Based on data collected through interviews with respondents from the University PGRI Semarang / UPGRIS, Semarang Veteran Teachers' Training College, and UNDARIS obtained information that: (1) Education LPTK character has been applied in the study subjects with integrative model. Integration of the value seen in the vision of the study program, and also in the course. There is a difference between one another LPTK integrate character education in the subject. Such as: (a) in UPGRIS and Veteran Teachers' Training College Semarang integrate character education in each subject in each cluster there. Character values are integrated in UPGRIS vision is superior and berjati themselves. Character value is also seen in the formulation of the competence of graduates, especially the general attitude of competence as required by the Government through Permendikbud number 49 in 2014. Competence includes 10 attitudes related to the first principle to the fifth principle of Pancasila. While in Teachers' Training College Veterans, the value of the integrated character of the vision is superior, professional, have a strong national awareness; (B) in UNDARIS integrate character education through groves of personality development courses, such as: PKN, Pancasila, Philosophy, Logic. Integrated character value in UNDARIS vision is a professional, competitive and comparative advantage, has a concept of nationalism, patriotism has, upholding the moral values of Pancasila integrated in different media above, are generally the same, such as: the value of honesty, cooperation, discipline, responsibility and other values that are developed in accordance with the provisions of the Government, as well as the values that match the characteristics LPTKs. (2) Management of character education curriculum (CEC), which includes planning, organizing, implementation and evaluation in LPTK as follows: (a) UPGRIS: At the planning stage, the program of study as the main drafter drafting curriculum, communicate draft in faculty meetings involving Chairman Prodi PPKn UNY, Department of Education, school principal partner, Chairman MGMPs PPKn, Alumnus to get input. Phase organizing is done by inserting the material / charge character education in the form of values into the curriculum of courses, then coordinate with the lecturer of the course so that these values are integrated into the course of teaching. During the implementation phase, curriculum applied in the learning process submitted to each lecturer to instill character values to the students through the course of teaching by providing a range of activities / learning experience of students (by way of

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Proceeding of 4th International Conference on Education and Social Sciences example cases, habituation well behaved, exemplary) and using innovative learning model. Character education curriculum evaluation is done from the beginning until the end of college tuition for each course, at the time of the midterm (UTS), and final exams (UAS). Evaluation is mainly carried out by observation in general of the order and kedislinan students in university classes, do UTS and UAS. Character education curriculum management constraints: lecturer less consistent in the implementation of character education curriculum management, there are no rules that are rigid to assess pendidkkan character instantly, no commonality of view in instilling character to students. The solution of these problems by: strengthening evaluation especially dlm create a new understanding for professors, tiered supervision is still being done, conveying a positive hal2 / important to inspire teman2 not perform character education, communication between lecturers forum intensified; masih ada kesenjangan antara antara penguasaan teori/pengetahuan dengan praktek nilai-nilai karakter dari dosen maupun mahasiswa; mahasiswa cenderung pasif, kurang mandiri; (b) IKIP Veteran Semarang, at the planning stage of drafting curriculum courses involving: Leadership faculty, Chairman & Sekprodi and lecturer PPKn conducted through meetings twice courses each semester. Development is done every Thursday / Sunday (Kamisan) with material issues emerging in the course of study, such as: problem lecturers, students concerning the attitudes and behaviors that are less fit / less appropriate. Example: honesty and scientific attitude, especially plagiarism among college. Organizing Commission was done by entrusting the values of character to each lecturer of subjects to be included in the course of teaching. Implementation, curriculum operationally implemented by each lecturer to give a reference perkuliahaan syllabus and lesson plans prepared under applicable regulations. Lecturers are required to instill the values of characters in the lecture through moral messages, with memberian task of making scientific work to students, giving students the opportunity to argue with regard to ethics / correct way argues, gives examples / good example, applying innovative learning model; reinforcement for high achievers; joint evaluation between faculty-student. Evaluation at the operational level is done through tests (Pop-quiz / test small; assignment, UTS, UAS, PPL, MPA, Seminar Department); Assessment attitude has not done explicitly. Evaluation at the level of institutions / Prodi-Majors thoroughly done every 4-5 years, adjusted to the development of science and technology and government policy. Constraints implementation of the curriculum at the operational level / grade by lecturers include: face-to-face 16 times pertemuhan can not be done by all the lecturers; there is still a gap between the mastery of theory / knowledge to practice the values of the character of faculty and students; students tend to be passive, less independent; dengan cara mengingatkan dosen agar sebelum perkuliahan selalu memberi contoh perilaku yang baik dalam pergaulan maupun dalam perkuliahan. Disamping itu di waktu yang akan datang akan diselenggarakan workshop pendidikan Karakter. (c) UNDARIS, at the planning stage Chairman of courses to prepare and develop curriculum curriculum, coordinating the preparation of syllabi and lesson plans through meetings involving the lecturers of the course. Meetings held twice in a semester at the beginning of the course and after the implementation of the UTS. Phase organizing done by entering values in the character of subjects, such as: PKN, Pancasila, Philosophy, Logic through the syllabus and lesson plans prepared by lecturers. At this stage of the implementation of character education curriculum is done through learning by delivering materials to the students about planting value2 character with contoh2 / kasus2 corresponding characteristic of each course; Sample / example of lecturers when entering the classroom; habit of shaking hands with faculty students, lecturers and professors; students looking for materials that are assigned faculty; implementing innovative learning model; reinforcement for students who excel. Evaluation is done in the learning process, each end of the semester by spreading questionnaire to students to see if everything is done in accordance with the contract college learning. Specific evaluation for character education does not exist, but in each case there is a hint UAS containing the values of the characters. Evaluation of the curriculum at the level of the course is conducted every four years in order to improve it. Constraint management in UNDARIS character education curriculum include: Discipline lecturer in collecting the value end of the semester is less; Yet there is a common perception of the faculty of education of character, so that the cultivation of character values to students at all learning course also no similarity measures. Refresher or encouragement for professors to keep instill character values to students in the form of role models for students less visible. Solutions of the existing constraints, Chairman enlightening for professors in a way reminiscent of lecturers in order before lecturing always give an example of good behavior in the association and in lectures. Besides, in the future will be held workshops Character education. The above results indicate that the educational curriculum management conducted an integrative character, but there are between one another LPTK different. The difference lies in the kind of vision and values into curriculum. Although values into curriculum there is a difference, but in principle there is equality. Values into curriculum of third LPTK research subjects has led to the values of Pancasila. When viewed from the planning, organization, implementation and evaluation of a character education curriculum at the level of the course and at the operational level by the faculty in the form of learning is also no

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Social Conservation based on Nation Character Building difference. Having seen the lesson plan prepared by the lecturer, it turns out the values that are integrated in the study program and the vision expressed by the leadership of the study program in general there is no / not written in the destination component to the evaluation, as well as in the organization, implementation and in the evaluation. Nonetheless at this stage of implementation, particularly in the learning has already seen some lecturers to integrate the values of the characters in the lesson. Like, religious values, discipline of hard work, responsibility, etc. The difference in conditions in the character education curriculum management LPTK research subjects above is something that is reasonable , given the understanding and experience of each study program and its faculty in each LPTK about theory and various things related to character education , government policy on education is not the same character , as well as vision and mission , as well as the experience gained is also different . But at least every course and every lecturer had tried to take over management of character education curriculum in accordance with the circumstances , conditions and ability to adhere to the vision, mission and characteristics menuanginya LPTK . However the future management of the character education curriculum by each program of study in LPTK should still try to meet the minimum standards set by the government. CONCLUSION From the above results , obtained factual information about the model of management education kurikululum LPTK character in subjects with integrative specifications , such as the strengthening of personality development courses and integrated in each course , but it has not been done systematically. Characteristics , vision and mission , situation , condition , ability , experience and understanding of the theory LPTKs , government policy and everything related to character education is a coloring matters of planning , organizing, implementing , and evaluating educational curriculum in each LPTK character. The findings of the model will be used as the basis of a hypothetical model of the development of management education kurikululum integrative character to be consulted and tested experts to get inputs and disempurkan that can be developed in each course in LPTK.

REFERENCES Abidinsyah. 2011. "Urgency Character Education In Developing Nations Civilization The Dignity". Socioscientia Journal, February 2011. Volume 3 Number 1 Kopertis Region XI Borneo LPTK Association. 2010. Thought About Character Education In Whole Frame System of National Education. Jakarta. Baroroh, 2011. "Efforts to improve Values Character Students Through Application" Role Playing Method "Journal of Economics and Education, Volume 8 Number 2 November 2011 UNY Husaeni, 2010. Character Education Nation Building a Civilized. Bandung: PU Prodi SPs UPI Husen, Ahmad, et al., 2010. National Character Education Model A Monolithic approaches at the State University of Jakarta. Jakarta: Ministry of Education Events Calendar. 2011. Academic Paper Character Education in Higher Education. Jakarta: Directorate General of Higher Education Kurniawan, Andra. 2012. "In the Character Education Management Learning Programme in International Class SD Laboratory, State University of Malang" Thesis, Department of Educational Administration, Faculty of Education Uneversitas Malang Lickona, Thomas. 1992, Educating for Character, How Our Schools Can Teach Respect and Responsibility. Bantam Books, New York. Miles, Matthew B. & A. Michael Hubermen. 1984. Qualitative Data Analysis. London: Sage Publication. Mulyana, 2010. "Prevention of Plagiarism in Thesis Writing Efforts Strengthen Academic Formation of Character in the World" Educational Horizons, May 2010, Year XXIX, UNY Anniversary Special Edition Murdiana, 2010. Research "Internalization Strategy Religious Moral Values in Learning in Higher Education" Educational Horizons, May 2010, Year XXIX, UNY Anniversary Special Edition -------. 2011. Full Citizenship Education Teacher Competency Public High School Se-District of Bantul. Citizenship Journal, Vol. 1 No. 1, July 2011 Soedarsono 2009. Character Delivers Nation of Gelab Towards the Light. Jakarta: Kompas Gramedia. Sujana, Nana, 1989. Research and Assessment of Education. New York: New Light. Sukamto 2009. Teacher Professional Development Continuously As the National Strategy for Supporting Teacher Certification. National Strategic Research, London: UNY Suparno, dkk.2002. Character education in schools. Yogyakarta: Canisius Straus, 2007. Basics of Qualitative Research. Yogyakarta: Student library. Sugiyono. 2010. Quantitative Approach Educational Research Methods, Qualitative and R & D. Bandung: Alfabeta. Law of the Republic of Indonesia Number 20 of 2003 on National Education System, Jakarta: Ministry of National Education, Directorate General of Primary and Secondary Education Law of the Republic of Indonesia No. 12 Year 2012 on Higher Education

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Proceeding of 4th International Conference on Education and Social Sciences Wardani, Nanik S, 2010. The study "Impact of Curriculum Implementation PGSD on 4 Program S1 PGSD Consortium PJJ in Central Java and Yogyakarta" Universitas Kristen Satya Discourse, Institutional Repository

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Social Conservation based on Nation Character Building

THE POTENTIAL OF TOURIST ATTRACTION IN THE COASTAL OF KENDAL REGENCY Tjaturahono Budi Sanjoto, Wahid Akhsin Budi Nur Sidiq, Satya Budi Nugraha Department of Geography, Faculty of Social Sciences, Semarang State University ABSTRACT This research aims to determine the potential location of marine tourism development in the coastal region of Kendal. Determination of potential locations based on ecology study in coastal areas. Parameters used as reference to potential site selection are: water depth, type of wave, coastal characteristics, wide of the beach, level of turbidity, harmful organisms, the availability of freshwater and coastal land cover. Furthermore, these parameters were analyzed to determine potential sites for marine tourism development using the Analytic Hierarchy Process (AHP), the potential locations for marine tourism development in Kendal will be obtained. The results showed that the coast which located in the sub-district Sendang Sikucing and Kaliwungu have the potential to be developed for marine tourism. Keywords: Attractions, Marine Tourism, Coastal Ecology

INTRODUCTION One of the issues and problems of coastal zone management is the use of resources is still far from optimal. Though coastal and ocean in Indonesia has a great wealth that has not been used optimally. In general, coastal and marine areas has been used as the main location for fishing activities, conservation, tourism and even in some places as the location of maritime activities such as shipping and mining off the coast. Tourism development based on marine and coastal activities is an activity that has great potential to be used as the main driver of economic activity in coastal and marine areas. However, the management of coastal areas are still poorly perceived. It is seen by many common activities that can upset the balance of the ecosystem that result in habitat degradation of coastal areas. It is therefore necessary for the development of tourism activity plans and policies for the efficient management of coastal areas. Kendal has a coastal length that reaches 41 miles (BPS Kendal, 2013). Administratively includes six coastal district. Land use in coastal areas of Kendal district encompasses quite varied include aquaculture, mangrove forests, fields, settlements, fishing port, the port of passenger and freight services, as well as for beach tourism. Tourism Coastal beaches on the west coast of Kendal is Sendang Sikucing Beach, while in the eastern part there is Ngebum Beach attractions. The existence of the coastal marine tourism in Kendal felt is still lacking, although many potential coastal and marine areas in this region are eligible to serve as an attractive marine tourism destinations. Each coastal and marine areas have The physiographic characteristics of different and very specific it is necessary to attempt to determine the physiographic characteristics and marine and coastal ecosystems as a basis for developing marine tourism attractions. See the picture above it is essential to do research related to potential marine tourist attraction based on coastal ecology in coastal Kendal, which is expected to be known locations of potential to be developed as a maritime tourism destination. METHODS In this study, there are 9 types of data used for marine tourism and regional planning derived from various data sources vary, are presented in the following table. Table 1. Data Type Biophysical Area Tourism and Coastal Data Sources No 1 2 3 4 5 6 7

Type of Research Data The depth of the water / bathymetry (m) Type waves Type / characteristics Beach The width of the beach (m) The slope of the beach (%) Turbidity waters (Total Suspendid Solid) dangerous Biota

(mg / l)

Source Data bathymetry map and check Field research report Field Field Field Imagery Interpretation and Field Test research reports and Field

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Proceeding of 4th International Conference on Education and Social Sciences 8 9

Availability of fresh water (distance / km) Land cover

GIS Analysis Buffer models Imagery Interpretation

As a support part of this research conduct, the necessary tools and materials are primarily used to support the research activities, tools and materials used in this study include: A computer for the input, processing and output of data, printer with color ink for printing results, ER Mapper software version 7.0, ArcView GIS 3.2 and ArcGIS 9.1, Field tools include: compass, GPS, sediment grab, and anemo meters, Landsat 8 in 2013 area recording Kendal, RBI maps scale 1: 25,000, 2000. The method of analysis was conducted to determine potential sites for marine tourism development in Kendal. Index approach overlay models of Bonham-Carter (Pantjara et al., 2008). Table 2. Land Suitability Matrix Area Tourism Regional Coastal Research Weigh t

No

Parameters

1

The depth of the water / bathymetry (m) Type / characteristics Beach

5

The slope of the beach (%) Turbidity waters (Total Suspendid Solid) (mg / l) Availability of fresh water (distance / km) Land cover

2 3 4 5 6

5

Land Suitability SuitabilSc ity or (S1) e 0–5 4

Moderately (S2) > 5–10

Sc or e 3

4

beach sandy grubby

3

3

beach sandy Clean 0–3

4

> 3–8

3

< 20

4

2

10–15

Sc or e 2

Not Suitable (N) > 15 Beach silty

Sc or e 1

2

3

beach sandy and silty >8–15

1

2

> 15

1

20-30

3

30-40

2

>40

1

4

1–2

3

>2–3

2

>3

1

4

shrubs,

3

grazing

2

Mangrove forest, settlement, harbour

1

RESULTS AND DISCUSSION Land Suitability Parameters Beach Tourism Kendal Most coastal areas Kendal has a relatively shallow depth of water, such as coastal areas in the District Rowosari, District Water spinach and District Cepiring. Coastal areas that have relatively moderate depth Patebon located in the District, District and Sub-District Brangsong Kendal. Coastal areas that have sufficient depth in such waters in District Kaliwungu. Here is presented a map bathymetry Kendal area waters. Based on the survey results it can be concluded that the coastal areas in Kendal dominated by dirty sand beach, sandy beaches and a small mud clean sandy beaches and muddy. It is influenced by the high activity of the population and relatively rapid development in coastal areas.

Figure 1. Map Bathymetry Kendal

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Social Conservation based on Nation Character Building Based on the survey results it can be concluded that the coastal areas in Kendal dominated by dirty sand beach, sandy beaches and a small mud clean sandy beaches and muddy. It is influenced by the high activity of the population and relatively rapid development in coastal areas. Based on SRTM image processing and field survey data, the slope of coastal Kendal classified into four classes with gentle slope classification, moderate, steep and very steep. Based on the results of a field survey by the research team showed that the condition of coastal waters in Kendal has a very varied levels of turbidity starts from being, cloudy and very cloudy. Availability of fresh water in coastal areas varies Kendal, it is influenced by the use of land around the coastal areas. Distance availability of fresh water from the coastline ranging from 1 to 3 km. Regions with fresh water is not too far from the shoreline, among others, in the Village Rowosari Beach, Kale Village, Village and Village Cepiring Patebon this is due to the mangrove ecosystem is still relatively a lot in the coastal Furthermore, the availability of fresh water is classified based on the distance, where the closer tersediannya fresh water around the beach then given a high dignity, suggesting that the region has the potential to transform the development of nautical tourism, otherwise the farther keterediaan freshwater to the beach then be given the dignity that the smaller , which shows that the region is less suitable for the development of marine tourism. Here is presented a map of the distribution of fresh water in every coastal district in Kendal. M any in the coastal region.

Figure 2. Map of Sea Water Intrusion Coastal Kendal Based on data from Quickbird satellite imagery and combined with field survey data showed that the majority of land use is dominated by farms, resettlement, rice fields, mangrove and other land use.

Siting Marine Tourism Development Potential The development of nautical tourism development potential sites in Kendal using Analysis Hierarchy Process (AHP). Determination of potential sites based on supporting factors that influence the development of tourism in one place. The parameters used include water depth, type of beach characteristics, the slope of the beach, beach turbidity levels, the availability of fresh water and land cover conditions. Each of these parameters and dispesialkan further classified based on the characteristics of each parameter is given dignity and in accordance with the carrying capacity of its influence on the development of nautical tourism in Kendal. Furthermore, of the six questions were given different weights based on the level of influence on the subsequent development of nautical tourism and overlay. The results of the overlay process produces information that the higher the score obtained then the area more potential for the development of marine tourism.

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Proceeding of 4th International Conference on Education and Social Sciences Table 3. Location of Potential Development of Marine Tourism in Kendal No

Sub-District

Suitability

Existing Condition

Rowosari

Total Score 49

1

Suitable

Kangkung Cepiring Patebon Kendal Brangsong Kaliwungu

41 40 31 37 38 48

Quite Suitable Quite Suitable Quite Suitable Marginally suitable Marginally suitable Suitable

There is already tourism development (Sendang Sikucing Beach and Cahaya Beach) There is no tourism development There is no tourism development There is no tourism development There is no tourism development There is no tourism development There is already tourism development (Ngebum Beach)

2 3 4 5 6 7

Discussion Based on the results of the analysis of several parameters AHP method is used, it can be concluded that most of the coastal areas in the District Rowosari have an appropriate level of suitability for the development of marine tourism. Of the valuation parameters used shows that the condition of coastal area has a low level of depth, turbidity perarian being, condition clean sand, gentle slope, the availability of fresh water that is not too far to the beach and most of the land cover in the form of open land and shrubs . Attraction type suitable to be developed in this area such as swimming and boating tour (boat). Furthermore, to the potential of marine tourism in the District of kale has sufficient level of conformity according to the development of marine tourism. Based on the evaluation of several parameters indicate that the factors that support the development of tourism among other characteristics of sand fall into the category of clean, fresh water affordability which has close to the beach and the depth of water being. While the factors that hinder the development of nautical tourism, among others, most of the beach has a steep slope and the surrounding land cover in the form of local settlements and mangrove ecosystems. Based on the characteristics of the corresponding type of tourist development in the region such as mangrove tours and excursions fishing in the pond area.

Figure 4. Land Suitability for Marine Tourism Development in Kendal

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Social Conservation based on Nation Character Building Potential of Marine Tourism in sub District Cepiring shows that most have sufficient appropriate level of suitability for the development of nautical tourism. Factors that support the development of nautical tourism, among others, the availability of fresh water that is not too far from the beach, most of the beaches have beach slope being and depth waters are. Limiting factor in the development of tourism in coastal areas, among others, most of the beaches have sand that is dirty, very high turbidity levels and most of the land in the form of mangrove cover making it more suitable for the development of the mangrove ecosystem conservation area. In the marine tourism potential in Sub Distrik Patebon have varying levels of conformity began corresponding, quite appropriate and marginally suitable for the development of nautical tourism, but most of the coastal areas have sufficient appropriate level of suitability. Coastal areas that have a high level of concordance among other beaches in Wonosari Village and Village Kartika Jaya, where the beach is suitable for the development of marine tourism. Based on the evaluation of several parameters indicate that the factors that support the development of tourism, among others, the existing beach sand contains a clean, coastal waters have low levels of turbidity. While limiting factor in the development of tourism in the region include coastal waters have the depth level is high enough, the slope of the beach is relatively steep and land use mostly mangrove ecosystem. To Potential of Marine Tourism in sub District Kendal included in the appropriate category for the development of marginal marine tourism. Based on the evaluation of several parameters of marine tourism development in the District Kendal has an inhibiting factors, among others, have a level of deep water depth, characteristic of sandy beaches and muddy category, have the steep coastal slopes, water turbidity levels in the high category and most penutu land used as the development of mangrove ecosystems. The characteristics of the coast meihat of the development of tourism in coastal District of Kendal suitable for fishing tour. Potential of Marine Tourism in sub District Brangsong have a marginal level of conformity for marine tourism development. The assessment is based on the condition of the region shows that the coastal areas have a fairly deep water, sand characteristics are relatively dirty, the slope of the steep coast, the availability of fresh water away from the shore and land cover mostly grass. Based on these characteristics, the development of tourism in coastal District of Brangsong suitable for fishing tour. Furthermore, for Potential Marine Tourism in sub District Kaliwungu included in the appropriate category and quite appropriate for the development of nautical tourism. The factors that support the development of tourism in the region, among others, most of the beaches have a gentle slope, characteristic of relatively moderate sand, water turbidity levels are moderate and the surrounding land cover such as shrubs. In addition there are also factors, among others, are used as inhibitors of the beach that has a very deep level of depth and availability of fresh water is relatively far from the beach. based on the characteristics of the development of tourism in coastal District of Kaliwungu appropriate for an outdoor tour. It is, as already seen from the one that has developed Ngebum Beach and visited by tourists is quite high, especially during holidays.

CONCLUSIONS Based on the results of the study to determine the potential for marine tourism in coastal areas Kendal it can be concluded that: (1) The development of tourism in coastal areas is quite good by local governments and the private sector, as seen in Ngebum Beach, Coastal and Beach Sendangsikucing Light having facilities such as benches to sit, clean bathrooms, rooms, food stalls, souvenir stalls and lending tools to swim like tires, buoys and banana boot, so that the tourists feel comfortable in recreation and add appeal to recreation in the region. (2) Based on the results of the analysis using AHP method parameters of the various factors supporting the development of tourism, then obtained coastal areas that have the potential of beaches are good enough to be developed, but due to various factors inhibiting so that the beaches are not developed until now, such as the beach in sub District Kangkung, Kaliwungu and Cepiring. For local governments should be able to optimize the beach resort in Kendal considering its potential is quite large, with a build-infrasturkur supporting infrastructure so that the coastal region can bekembang well and can provide income for the community surrounding and local governments.

REFERENCES Biro Pusat Statistik Kabupaten Kendal. 2013. Kendal dalam Angka. BPS Kabupaten Kendal. Pantjara, B., U. Aliman, dan M. Mangampa. 2008. Kesesuaian Lahan Budidaya Tambak di Kecamatan Watubangga Kabupaten Kolaka, Sulawesi Tenggara. Jurnal Riset Akuakultur 3 (1): 123 – 135.

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Proceeding of 4th International Conference on Education and Social Sciences Wardiyanta, 2006, Metode Penelitian Pariwisata, Andi Offset, Yogyakarta. Yulius. 2009. Aplikasi Sistem Informasi Geografis dalam Penentuan Kawasan Wisata Pantai Kategori Rekreasi di Teluk Bungus, Kota Padang. Laporan Penelitian. Pusat Riset Wilayah Laut dan Sumberdaya Nonhayati, BRKP – DKP. Jakarta.

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Social Conservation based on Nation Character Building

THE MEANING OF ANIMAL RELIEF AT CANDI FOR NATION AND CHARACTER BUILDING Ufi Saraswati Department of History, Faculty of Social Sciences, Semarang State University ABSTRACT The Indonesian people have various forms of heritage that until now can be seen and become an important monument in the history of the nation. The temple is one of the monuments of historical heritage that can talk about civilization ancestors and the identity of Indonesia. Every part of the temple has a deep meaning for human life. Temple as a cultural heritage is not only a tourist attraction but could also be used as a medium of learning in schools in materials related to culture and civilization. Cultural heritage including the temples pass values become an important part in the culture of the society. If the process of inheritance is not the case, then the values that have to support the people and culture will be endangered. Therefore, we need to introduce the younger generation on the results of noble nation culture and values contained therein. One way not to be forgotten is the storytelling. Through community stories continue the ideals, idealism, values, customs, behaviors, procedures and so that became the cultural wealth of a society to the younger generation. The stories that exist in many communities containing moral teachings, it can be found in the story of the temple reliefs known as fables (fable). The values contained in the relief of the story can be used as media in shaping the character of the nation. Besides reading the meaning of values education narrative reliefs useful for generation of people, considering the general story contains stories about the lives of animals and animal behavior are filled with various useful metaphor for human life. Keywords: meaning, stories reliefs animals, national character

INTRODUCTION The younger generation in the current global era eroded morality due to the influence of the global information and communications. Increasingly modern world situation, the spread of instant culture and growth of the consumer society has colored people's behavior today. Does not seem excessive if the Indonesian nation has been described as a nation that has decreased the quality of the nation's character. Starting from the problem "engage in conflict", lack of cooperation, more selfish, group or party, to the nation rife with corruption, collusion and nepotism. This issue arises because of the erosion of national character truth universally acknowledged. The character of the nation in this article is intended as a whole include behavioral traits, habits, preferences, abilities, talents, potentials, values, and a mindset that is owned by a group of people who want to be united, felt himself united, have a common destiny, origin, ancestry , language, customs and history of the nation. At least there are 17 national character value that is expected to be built by the people of Indonesia. The values of the character of the nation in question is faith, piety, morality, knowledgeable / skilled, honest, disciplined, democratic, fair, responsible, love of the homeland, the orientation of excellence, mutual aid, healthy, independent, creative, respect, and capably. Conflict of cultural clash with the various nations in the world, also has influenced generations of the nation's character. If this is allowed to go on late into the generation of Indonesian nation will lose identity. Therefore, the preventive aspect or prevention through moral education would be more effective than repair or curative aspect. One of the preventive aspects can be done by providing moral education that is rooted in local identity. The way can be through moral cultivation, one of which can be taken from the example of role models through reading the meaning of animal stories carved reliefs on temple. Relief contains many implicit moral message behind the behavior of animal figures who act it, and this can be used as a source of moral education. The reading of the meaning of the narrative reliefs carved on the temple in an attempt to introduce the nation's cultural heritage that contains the values of philosophy and moral teachings. Moreover, the significance of which is contained in the narrative reliefs of animals intended to be able to fill the human heart to always do good and kindness in teaching compassion to fellow beings. Animal stories are always associated with the "father of fable" that the Western world is called the Esopus. Stories of animals in their daily lives is universal, because the behavior of animals everywhere the same. Animals often behave like humans, and vice versa sometimes humans behave like animals. That is presumably the reason why the story of animals so loved by the people, both the people who have devel-

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Proceeding of 4th International Conference on Education and Social Sciences oped or underdeveloped societies that. Community in varying degrees in different parts of the world have an animal story. At the beginning the story of animals presented in the form of oral speech or word of mouth. Along with the time in the next stage after the man know to read and write then recorded stories of the animal. Stories of animals other than through books are also distributed through relief carvings on the temple form. Among the temples which inscribe animal stories are mostly displayed on the temples temples in Java, both Central and East Java. Stories of animals carved on temple walls are largely sourced from Tantric story Kamandaka and Jataka stories, and selected stories are quite light and easy to understand and full of moral teachings. Tantri Kamandaka Jataka stories and is suitable to be told to children with accompanying explanation of the moral teachings of the story.

READING OF MEANING (HERMENEUTICS) Hermeneutics comes from the Greek, hermeneus, which means penafsian. Hermeneutics is the study of the principles of interpretation methodology. This study concerns the technique or art that is used to reveal and explain the meaning of words, sentences, text, or literature. Meaning or the meaning contained in the word, sentence, or text must be expressed explicitly by proposing an interpretation or commentary. In the development of hermeneutics means a way to be able to rediscover the meaning and the message implicit in the form of symbols generated by humans, either in the form of matter or not. Hermeneutic pioneered by Wilhelm Dilthey used as a method for the humanities. Dilthey argued that human behavior is driven by insight, goals, and his will, and not only by their physical forms. Therefore, Dilthey interpretation emphasizes the role of human behavior that implies. Art and writing are all human beings implies. All of the meaning contained in the results of human behavior and man's work shall be expressed explicitly by an interpretation (ENI, 1989: 402). Cassirer In his book "Essays and a Man" explains that humans are Symbolism animal that is being used and creating symbols. Symbol or emblem is something that is understood. The purport to come from people outside the community creator or from their own culture, so it is possible there is a difference of interpretation. Archaeological remains essentially a product of the culture of the people of the past. Therefore, archaeological studies are closely related to the efforts of the understanding of the meaning of the object, or signs that make up the archaeological remains of the supporting community. Basically to understand the significance of archaeological remains necessary activities that can provide interpretation and enrich the real answer about it. The usefulness of the method hermeneutic or interpretation of the archaeological study is to understand the forms in the context of space and time in which the object is located, in which all aspects related to social, economic, cultural, and historical view of life. Hermeneutical method is necessary in the study of cultural relics of the results of man created in the local context in the past, so that these relics have significance for the development of society in the past, present, and future .. So there is a kind of continuity of memory in the changes that occur. Hermeneutic studies relevant to be applied because it offers a new perspective on how to understand the meaning of archaeological remains, thus expanding the understanding of the meaning remains in conjunction with community supporters (http .// arkeologi.web.id.)

NATIONAL CHARACTER EDUCATION The Ministry of National Education (Kemendiknas) has targeted the development of a national character education in 2014. It was delivered by the Head of Research and Development (Kabalitbang) Kemendiknas, Ramli Mansur, the National Seminar on National Character Education recently. Ramli explained that the curriculum centers until now forming master trainers who are expected to train the teachers, principals, and supervisors to be able to turn on or to pioneer a national character education in the educational unit. Almost all colleges have developed a national character education. Various educational unit had applied in various ways such as honesty in the school canteen, through religious values and culture. Article 2 Education Law, which reads: National Education serves to develop the ability and character development and civilization of dignity in the context of the intellectual life of the nation, aimed at developing students' potentials in order to become a man of faith and fear of God Almighty, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and responsible. Five of the eight potential learners who want to develop relate to the characters. Therefore it can be said that

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Social Conservation based on Nation Character Building character education is a very important integral part of our education. It, too, has been put forward by Ki Hajar Dewantara that education is a growing effort to advance the character (inner strength, character), mind (intellect) and the child's body. the parts that should not be separated so that we can advance the perfection of life of our children. Two of the four pillars of character education from UNESCO, namely, learning to be, and learning to live together. Closer to the character and this will affect both the relevant time doing other two pillars, namely: learning to know and learning to do. Koesoema (2010: 81-117) stated that character education is an opportunity for improvement of the human person and a human effort to make himself as a virtuous man. Character education is the result of human effort in developing her own. Character education is not just to have an integrative dimension, in a sense, intellectual moral confirmed that it becomes a personal protégé firm and resilient, but also curative personally and socially. Character education can be one means of healing social ills. Character education becomes a way out for the improvement of our society. Social situation was the main reason that immediately implemented character education in our educational institutions. Character education as a pedagogy provides three important dimensions of each action educative and intentional interference for an educational progress. This dimension is individual, social, and moral. Therefore, reform in education, and the implementation of character education programs in every educational institution can not escape from these three dimensions, if the update it wants to be called as an integral renewal. Character education has the individual dimension of education is closely related to a person's values and moral education. In this context we can put moral education within the framework of character education (Koesoema A., 2010: 195). Educational more characters dealing with planting value. Therefore, character education in schools should dirtentukan methods. One way is to teach values, so that students have a conceptual idea of the values that guide behavior can be developed in developing personal character. This conceptual understanding was also part of the education pemahamnan character itself. This value dissemination process not only can be done directly in the classroom, through classroom learning roses, but can take advantage of a wide range of other elements in the world of education that can help students to become more aware of the set of values that are valuable and useful for the formation of character in him . One element that can help in the education of character is medium in conveying values (Koesoema A., 2010: 212-214). Yet unthinkable how learning takes students to the figure of a generation of people who do not have the knowledge, but also has a moral that reflects the noble values that are embedded in the minds of students. Along with the era of globalization and advances in the world of information, the Indonesian nation was hit by the crisis of the great value that causes the dignity of Indonesia undervalued by other nations. Therefore, the character of the Indonesian nation today needs to be rebuilt. Building character is not difficult at the same time is not easy. Not difficult because these people have a lot of local knowledge as material; while not easy, because it should be said and trained as early as possible. Early on means starting from the child began to recognize words and identify objects, trying to understand the behavior, and ask about everything. When we look at the materials and methods of education in Indonesia will be felt once the lack of charges that education can produce a man of character, and educational materials that have a charge of only one character education is the education of History and National Culture. Based on the description above, the development of character through reading stories in carved reliefs of animals can be done by educators as one of the methods. The story of the animals in question are stories of animals that perpetrators are animals, they behave, think and act, and feeling like a human. Animals in the story form groups and also there is the leader that govern them. The issues presented in the story of animals as usual story of human life in society. Therefore, lovers of the animal story will feel as if the story was his world too. Man in the story of the animal will be able to see the projected behavior of human nature, cunning, honesty, as well as the nature of the other properties. In the story of man's spiritual life of the animals sometimes delivered through satire or even delivered with a clear, sometimes even ridiculous, but in a subtle way. Moral message conveyed through the stories of animals is often right about ourselves as human beings. The reaction we just smile to correct myself as a human being. Similarly moralizing hosted by animal stories often without making people feel taught, nor accused of, but hit right on target. Didactic teachings it has long been recognized by our ancestors. So that all the good teachings of ingenuity, behavior, and advice is readily absorbed by the community, then the wall dipahatkanlah temples tabernacle. The story made diverse, including fables that can be accepted by both children and adults. Stories that take animal figures, among others, found in the temple as a narrative relief panels.

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Proceeding of 4th International Conference on Education and Social Sciences TEMPLE AND RELIEF Relief stories exist in the temples of Central Java and East Java diverse forms and meanings. The content and meaning of the story reliefs can not be understood without any attempt to interpret it. Meaning associated with moral values will be excavated so that it can be used in education for the development of the nation's character. The building of the temple is a religious monument is one of the results of the ancient culture of Indonesia. The building of the temple is a very important part in the religious life of the community at the time. This is shown by the number of temple building lot, especially in Central Java. The construction of the temple in general are meant to worship the gods or Buddhist pantheon. Therefore, the temple is made in accordance with the state of residence of the gods (heavenly), namely Mount Mahameru. Temple as the abode of the gods is closely related to the concept of cosmology. According to the doctrine of Brahma, the universe consists of Jambudvipa, a circular continent and is located in the center, surrounded by seven oceans and seven continents annular ring as well. Outside the ocean was the last of the seven oceans, the universe is covered by a very large mountain ranges. In the center of the universe or the Jambudvipa stands Mount Meru, the cosmic mountain diedari by the sun, moon, and stars. At the top is the city of the gods guard the universe or god Lokapala (Geldern, 1982: 4-5). According to the concept of Buddhism, Mount Meru at the center of the universe. The mountain is surrounded by seven mountain ranges, each separated by a ring of seven oceans. Beyond the last mountain chain located in the oceans and seas is found four continents, each of the cardinal directions. Continent which lies south of Mount Meru is Jambudvipa, shelter mankind. Universe, it was surrounded by a large wall consisting of rocks, called row horizon. On the slopes of Mount Meru is located swarga lowest at the fourth king swarga of large or keepers of the world. At the height of the second swarga, namely swarga thirty three gods and Sudarsana, the city of the gods, Indra residence sits as king. On top of Mount Meru peaked into the top layers of other heavenly (Geldern, 1982: 5). Of Hindu and Buddhist concepts described above can be seen that the two concepts have in common sense, ie the center of the universe is Mount Meru. The similarities between Hindu and Buddhist teachings can be seen also on the composition of the temple, which is the division of vertically temple. The temple is basically divided into three parts, namely: the foot of the temple, the temple of the body, and the roof of the temple. The division of the temple into three sections corresponding to the three environments of the universe, namely: Bhūrloka is the environment that can still be dead creatures (the human world), Bhūwarloka is a creature that has been purified environment, and Swarloka is the environment of the gods (Fontain, 1972: 15). The third part of the third temple depicting the environment, each ruled by Maheśvara on the legs, Sadāśiva on the body of the temple, and Paramaśiva on the roof of the temple (Soekmono, 1977: 206). In the Buddhist concept known term Kamadhatu namely human environment is still shackled by greed: Rupadhatu namely human environment has been destroyed his desire, but still bound by the understanding of the world of tangible; Arupadhatu namely human environment has gained perfection (Fontein, 1972: 17). As a reflection of the abode of the gods, the temple is made to resemble the situation in heavenly (concept cosmology). Therefore, the temple is equipped with figures of gods and other occupants of the heavenly, such are, class main deity, god parivāra, tree of heaven, animal paradise, several groups of musicians heaven, and dancer heaven. The temple is also equipped with supernatural beings in Indian mythology considered in heavenly life (heaven). Supernatural beings or heavenly beings consist of several types, namely: gana, vidyadhara, apsaras, gandharva, and Kinnara-kinnari. At each entrance courtyard of the temple and the temple entrance is placed doorman. Doorman at a different depiction of the temple courtyard with guard the entrance of the temple. Guard the entrance courtyard of the temple known as Dwarapala are usually placed on the first page. The temple is also adorned with various ornaments that everything has a meaning, as well as relief of the story. Relief story in a temple gives instructions on every person who comes on the religious nature of the temple, teaching, and community life that existed at that time. Relief is in certain parts of a temple, which is on the legs and the body of the temple. In religious ceremonies directing relief work and inculcate the lessons of religious, moral and spiritual. Story form engraved on the temple there is the story of the Ramayana epic, life history a religious figure or a knight, and a story that teaches a moral. Figures depicted are not necessarily humans but also animals or often called the animal stories (Fable).

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Social Conservation based on Nation Character Building RELIEF AS A MEANS OF EDUCATION Didactic teachings it has long been recognized by our ancestors. So that all the good teachings of ingenuity, behavior, and advice is readily absorbed by the community, then the wall dipahatkanlah temples tabernacle. The story made diverse, including fables that can be accepted by both children and adults. Animal stories or fables that are carved on the temple reliefs of which originates in the book Tantric. According Dr.C. Hooykaas in Bibliotheca Javanica 2, 1931, in Indonesia there are 12 kinds of Tantric texts ie, 3 in the Old Javanese language Java 2 New 2 in Madurese 5 in Balinese nine final manuscript including the young and the objec script that can not be read properly. Three including the ancient Javanese language, namely, 1) Tantric Kamandaka prose 2) Tantric form of ballad Kadiri, and 3) Tantri Demung is a form of poetry Middle Javanese According Poerbatjaraka. The parent of the book is the book of Sanskrit origin Pancatantra of Indian land. One story that comes from the book of Tantric Kamandaka ancient Javanese language, the stories flying turtle carved on Mendut. The story is interesting and full of light "proverbs", a symbol, and educational panels engraved on a 1.5 x 0.75 meters. Carved turtle biting a piece of wood, and the wood was brought by two geese flew by way of holding both ends with their claws. Meanwhile described below some people who were screaming and two dogs who were lifted his head up might be barking. In another part, still in the same frame panels, looks people and dogs were fighting over a turtle that apparently had fallen to the ground. Inferred from the story in the book Tantric Kamandaka is thus: "Mangkana puhara ning tan yatna ring warah maring rahayu, tan wruh kalinganya, mandeya ala, pisaningun ika masiha. Kewala ikang ujar ing mitra haywa gya-gya wawarengon." It means roughly "So eventually if not heed the advice of a good friend, and do not understand the purpose of the lines. It would make trouble. And it is also important to remember do not quickly accept the words of people just like to be addressed. Relief stories Jataka other animals are carved reliefs on the panel of Borobudur. In the panels depicted a figure higher than human animals, even human behavior appeared worship. Figures depicted animals should behave like humans. The main figures in the reliefs of animals are rabbits, monkeys, pigeons, woodpeckers, elephants, turtles, fish, and deer. The depiction of figures stars are mostly resembles the shape of the original animal. The use of animals is assumed, to make the story interesting without offending. Animals as delivery of the positive-negative human nature as if teasing in humans that a weak star Nampu able to be wise and compassionate than men. The background of the selection of animals as a reason incarnate Bodhisattva be seen from the various mythological animal in the Indian story. Animal stories also carved reliefs in Sukuh, in this story of the Garuda is not present alone, but also displayed other animals on carved reliefs Sukuh. Relief Sukuh presents the figure of a dragon, turtle, elephant, buffalo that comes with humans. Narrated in the relief of the Garuda was born in the task of freeing slave mother, Dewi Dewi Winata who become slaves Kadru. Both of these goddesses bet suspect Ucchaisrawa horse color. Goddess Kadru do some sort of cheating by asking their children (snakes and dragons) to spray a ponytail with them so that the color can be black ponytail. Snake and dragon gives the requirements to be a holy water Garuda amreta as redemption freedom Goddess Winata. In the course of Garuda meet the tortoise incarnation incarnation Supratika Wibawasu and elephants. They are sisters who finally condemn each other for fighting heritage. Two stars is always a fight on the slopes of the mountain lake Hima to bring disaster on other animals. Garuda was grabbed and ate them fit Pastor message Nagas, so that all obstacles and difficulties capable Terlalui with the magic of the Garuda.

CONCLUSION Animal stories depicted in relief on generally come from outside Indonesia, especially the stories of animals that had nothing to do with religion, especially Buddhism. Some temples engrave animal stories in relief panels, among others Mendut, Sojiwan temple, Jago temple, temple Upgrading, Surawana, Mirigambar temple, and the temple Gambarwetan. The story of Garuda efforts to release mayhem and servitude upon the release of his mother considered sacred. People who listen to this story was considered sacred. Content and meaning of the story is not unique to humans as the most powerful self-justification. We sometimes think that the relief is only 'accidental' stone carved and arranged into the temple without consideration of cultural aspects that time. Presumably forgotten temple as a repertoire of literary dots that move as a matter of learning science, social, or even lifestyle. The popularity of the story in which the animals due to mandate full mendididik human morality. Dipahatkannya animal stories in relief panels, visitors will see and they will get some moral teachings of the relief panels showing animal stories. Animal stories known to the public of any nation, either by people who are already advanced and backward peoples, toward good behavior.

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Proceeding of 4th International Conference on Education and Social Sciences Another advantage of the story is that the animals given the mandate or lessons are presented in a subtle way through the media beast, so that none of the people who feel offended or humiliated in public by listening to the story. The nature of the humor in the story of animals often also make parents and children laughing together without being hurt, and even lead to intimacy of their relationship. Therefore, the story of animals received care in the community because it is not pressed, raises self-esteem that the lemahpun can win as long as the use of intelligence. Spread of animal stories in several ways. The usual way by the community, among others, through stories passed down orally, through the dissemination of books or libraries that can be read widely in the community, and through the sculptures in the temple reliefs. The placement of the animals in the temple reliefs story is a reminder of the visitors as well as a lesson for humans to do good and avoid actions that are less good as the message conveyed from the narrative reliefs. Given the high value and mandate story temple reliefs of animals on the panel, then it seems appropriate utilization of the animal stories in formal, informal and non-formal. Building character is not difficult at the same time is not easy. Not difficult because of Indonesia has a lot of local knowledge as material; while not easy, because it should be said and trained as early as possible, which means starting from the child began to recognize words and identify objects, trying to understand the behavior, and ask about everything. When we look at the materials and methods of education in Indonesia will be felt once the lack of charges that education can produce a man of character. Educational materials that have a charge of only one character education is the education of the nation's history and cultural heritage, and stories of animals in relief panels of one of them as the nation's cultural heritage can contribute to the formation of national character.

REFERENCES Bosch, F.D.K. 1948. De Gouden Kiem. Amsterdam-Brussel: Elsevier. Coomaraswamy, Ananda K. 1965. History of Indian and Indonesian Art. New York: Dover Publication Inc. Dipodjojo,Asdi.S.1983. Cerita Binatang Dalam Beberapa Relief Pada Candi Sojiwan dan Mendut. Yogyakarta: Lukman offset Ensiklopedi Nasional Indonesia. Jilid 6, 1989. G-Hymen. Jakarta: PT Cipta Adi Pustaka. Fontain, Jan, et.al. 1972. Kesenian Indonesia Purba: Zaman Jawa Tengah dan Jawa Timur. New York: Graphic Society Ltd. Geldern, R. von. H. 1982. Konsepsi Tentang Negara dan Kedudukan Raja di Asia tenggara. Jakarta: Rajawali Press. Kempers, A.J. & R. Soekmono. 1974. ―Candi Mendut, Pawon, dan Borobudur‖, dalam Seri Peninggalan Purbakala II. Bandung: N.V. Ganaco. KoesoemaA.,Doni. 2010. Pendidikan Karakter: Strategi Mendidik Anak di Zaman Global. Jakarta: Grasindo. Soekmono, R. 1977. Candi, Fungsi, dan Pengertiannya. Disertasi. Semarang: IKIP Semarang Press. Soemaryono.E. 1993. Hermeneutik Sebuah Metode Filsafat. Yogyakarta: Kanisius http.//arkeologi.web.id. http://upi.edu/ai. Sunaryo K.

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LEARNING DANCE ART MANAGEMENT BASED ON SCIENTIFIC APPROACH IN CHARACTER BUILDING OF THE STUDENTS IN ELEMENTARY SCHOOL Wahira Administration Education Departmet, Faculty of Education, Makassar State University ABSTRACT Traditionally education has had a very important function to maintain and develop the cultural values and intergenerational character of community or nation. This means that sustainable and growing group of people or a nation is determined by the character of educational system which takes place in particular society. Education is a fundamental vehicle to be able to increase the good form of human development so, it gives a better possibility to reduce ignorance, poverty, conflict and ethnic conflict. Global association brings consequence of change of rapid and dynamic life in society. The less the sensitivity of a nation changes society of this time, the more a nation leaves behind by other nation. It becomes a‖colony‖ in a new form of another nation. One of the colonialism way which is very subtle but can be fatal is a cultural colonization which is to form a new image that gives promise of physical pleasure that can damage the character of nation. Learning the art particularly the art of dancing needs to be done actively, creatively, innovatively, effectively and enjoyably, so that this learning process can be built based on the students‘ comfort though a good planned learning management and developmental need of the students in elementary school. Keywords: traditional art dance, scientific approach, character building

INTRODUCTION Indonesia needs sufficient quantity and quality human resources to sustain the development of the nation. Education has a very important role to fulfill superior human resource availability as well as having a good character. Law No.20of 2003on National Education SystemArticle3 of the national education serves to develop abilities, to form the character, to civilize dignity in order to educate the nation. National Education aims to establish the potential students to become a man of faith and fear of God Almighty, noble, healthy, knowledgeable, skilled, creative and independent and become democratic and responsible citizens. Regulation No. 22,23, and 24: 2006, which states that "Arts and Culture Education and Skills is given in school because of the uniqueness, meaningfulness, and usefulness to the developmental needs of learners, which lies in the provision of aesthetic experience in the form of expression activity / creativity and appreciate the approach:" learn the art, "" learning through the arts "and" learning about art. "this role cannot be supplied by other subjects. It should be understood that the characteristics of elementary school students vary according to the level of development. Different characteristics of elementary school students globally distinguished between students‘ grade one and two, grade three and four, and the fifth and sixth grade. The group has looked at all the differences, which can be observed in the motion characteristics and dance characteristics that they play. Dance and drama education is one of the materials which is contained in Arts subjects and skills. As a prospective educator, it will be required knowledge about art and drama for elementary school children age. Teacher skills in understanding the characteristics, phases, and developmental tasks of primary school age children are indispensable in conveying this material. PGSD Curriculum in1995 on art is a medium of creative expression and aspiration that can be realized through the line, color, and texture to the field of art, movement and the role of dance drama, as well as voice and sound for music, in the scheme of the artistic and aesthetic. Arts education role fosters appreciation of the power of art, creativity, cognition, as well as sensory and emotional sensitivity and maintain mental balance of the learners. Thus arts education is the education of creative expression. Therefore dance-drama can provide an assistance to enhance the lives of students who among other things, a creative life and a good social life. Dance-drama expression may take place in individual and group activities. In group activities, elementary students learn to share his experience about experience in terms of materials, tools and in terms of value the ability of others. This means well developed social habits, such as cooperation, responsibility, trust yourself and initiative. For the purpose of dance-drama education, it needs to be planned in activities that include life at home and in the community.

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Proceeding of 4th International Conference on Education and Social Sciences LEARNING MANAGEMENT Each expert gives a different view about the limits of Management because it is not easy to give a universal meaning that is acceptable to everyone. However, from the thoughts of many management experts on the definition states that management is a specific process that uses the ability or expertise, to achieve a goal which this implementation can follow the flow of knowledge scientifically can also highlight the distinctiveness or force managers to utilize the capabilities of people, so there are three focuses to interpret Management namely: (1) Management as an ability or skill that later became the forerunner of management as a profession. Management as a science emphasizes attention to the skills and managerial ability classified into skills of technical, human and conceptual; (2) Management as a process is by measuring the systematic and integrated steps as management activities; (3) Management as an art is reflected by different styles of somebody in using empowering people to gain the goal. Management defines by many expert such as : James AF. Stoner (1992) stated that it is a process of planning, organizing, guiding, and observing the efforts of community members and the use of other human resource of organization to reach the aim of organization that has been decided. Harsey and Blanchard (1988): stated that it is a process on how to achieve the target of organization through leardeship. Sudjana (2000) stated that management is a series activities undertaken reasonable person based on the norms that have been established and in its implementation have relationships and interconnectedness with others. It is implemented by individual or community in the organization and given the task to carry out these activities. Education Management is a management process in the task of education to be effective. Education is a system that is planned to create a whole person, the education system has developed the basic plots, of which consists of: students, teachers, curriculum component, infrastructure component, finance, association with the community, and counseling and special serving component. Definition of management based on the expert stated that educational management is process of planning, organizing, guiding and observing the educational effort so that reaches the purpose of education that has been set. Educational management is an arrangement of cultivated fields of education is done through the activities of planning, organizing, communicating, motivating, budgeting, controlling, monitoring, assessing and reporting systematically to achieve the educational goal in a good quality. The purpose o educational management that implemented in management is to apply systematic plan that can be evaluated correctly, accurately and complete, so it can reach the purpose productively, good quality, effective and efficient.

DANCE ART Education is a conscious and systematic effort to gain comfortable learning so that the students effectively improve their potential to have spiritual power, self-control, personality, intelligent and a skill that they need for their own selves, society, and nation. (sumantri, 2010). Art dancing according to Sri Sultan Hamengku Buwono X has four main functions. One of the art functions which is related to education is explicitly lied on two conditions such as, pedagogical and show condition. These two requirements not for overlapping but complementary (widodo,2012). Honemenology of dance‖ via R.M. Sudarsono stated that dance education has some purposes which is related to how human evolve and related to the world directly. This concept is created because dance as a phenomenon has some purposes, even often related to communication of feeling through symbols. It means that the dancers have social compulsory to make their expression clear, so it will be meaningful for others. Art dance is an art that uses rhyme body movement that performed in a certain place and time to show feeling, thought and purpose. Dance is integration from some factors such as rhyme and feeling. Dance is expression of human feeling in their selves that push them to find thought such as movement. This movement is a movement that given a form and thyme from body. Dance is body moment based on the rhyme. Dance means soul expression of human through rhyme, so that it shows sense of beauty. It means that soul expression is an reflection of emotion which is willing to show. Sudarsono, (2010) dance is an expression of the human spirit through wonderful rhythmic movements. Movement in dance music accompanied circuitry to regulate the movement of dancers and convey the intended message. Dance has different movement of everyday movements such as walking. Movement on the dance is unrealistic but aesthetically expressive fan. In order for a harmonious dance, dance must have these elements. Dance movements are involving the limbs. The elements of the body member in the form of dance movement can stand alone, join or continuous.

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Social Conservation based on Nation Character Building SCIENTIFIC APPROACH Models and learning strategies need to be understood by the art of dance elementary school teacher, with the understanding of the learning process at all levels of the curriculum in 2013 to be implemented by using a scientific approach. Step-by-step scientific approach in the learning process includes collecting information through observation, questioning, experimentation, and then process the data or information, presenting data or information, followed by analyzing, reasoning, concluding, and creating. Scientific approach in learning is presented as follows: 1.

Observing The method is very useful for observing to fulfill the curiosity of the learners, So that the learning process has a high significance. Expected competencies are trained seriousness, thoroughness, and searching for information.

2.

Asking The question became the basis to search for further information. The competence that is expected in this activity is to develop creativity, curiosity, the ability to formulate questions to establish important critical thinking for intelligent life and lifelong learning.

3.

Collecting information he "gathering information" is a follow-up of questions. This activity is done by observing and collecting information from various sources through a variety of ways.

4.

Associating/ organizing information and reasoning The activities of organization and processing information as well as reasoning" in learning activities that have been collected either limited from the collecting activities/experiments and result so activities to observe and gather in formation activities. The experiences that have been stored in the memory of the brain related and interact with previous experience that is already available.

5.

Making conclusion Making conclusion in learning activities with as scientific approach is a continuation of the activities of processing the data or information. After finding a link between information and find different patterns of these linkages, here in after together in one single group, or individually make conclusions. Communicating This activity can be done through a write or tell what is found in searching for information activities, associate and find patterns, are present the results of observations, conclude based on the results of the analysis of oral, written, or other media.

6.

BUILDING CHARACTER THROUGH DANCE ART Azzet (2001) education is not merely fill the empty glass to provide a wide range of subjects on the learners to master a lot of science. But more meaningfull education is on the importance of students‘ process. The process of learning is defined as the dynamics movement of a certain level of consciousness towards a higher level of consciousness, so as to foster an attitude to the students when dealing with problems. Building character in elementary learners by developing the art of learning that meets the needs and interests of students, so that more needs to be known about the aspects of the child. This can be obtained through the attention given, among others: on the job is done, how to live, how to pay attention, how to imitate the motion, how to express expression, mimicking the way of sound and so on. Children have specific developmental phases, although not all children equally, there are several factors that influence the development among other such as, previous experience, innate interests, needs a personal aesthetic, emotional disposition and capacity flavor. Character based on Webster‘s Dictionary, stated that ‖the aggragate features and traits that form the apparent individual nature of same person or thing; moral or ethical quality; qualities of honesty, courage, integrity; good reputation; an account of the cualities or peculiarities of a person or thing‖. According to the Encyclopedia of Indonesia, the character as a meaning, among others; whole of feelings and desires which looks from the out side as a habit a person reacts to the outside world. The relationship between dance and educational character is not solely contained at the level of the introduction of philosophy. However, the art of dance also know about human educational psychology with a wide range of behavior. It is framed in the form of

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Proceeding of 4th International Conference on Education and Social Sciences dance through dance groups, as well as the pattern adopted by character of human life. Dance in this part is a simpi dance or bedhaya. These two dance is traditional dance from the kingdom of Jokjakata. These dance activities need a total reasoning as a whole. Reasoning process in these two dances is unawareness as adolescence process to the dancer. (paper ―dialog budaya dan Gelar Seni, 2012) Educational character in school can be integrated in learning activity in every subject, one of the art subjects is culture particularly art dance. The material for art dance that relates with norms or values need to be developed and relating to daily life. Educational character is not only cognitive, but it also develops internalization and real experience in daily life of the students in society. Dance subjects are identic with Emotional Quotient educational dimension that has been ostracized and even barely perceived absence of icons, meaningfulness, because the decision maker and educator madness to come first concept (Intellectual Quotient) which became jargon for everything in the expansion of the system and the performance of education (Kusumastuti, 98: 2009). Taba (in kusmianto 1999) stated that education serves as a successor custodian and culture, cultural transformation tools, and tool developers of individual learners. Art education as a form of education in essence also: (a) transmit its own culture (b) seek renewal of culture and (c) to fullfil needs of the learners. Art educational dance can also increase a child's emotional intelligence, looks at the emergence of a sense of pride, having the nature of a brave, able to control the emotions, able to hone refinement, able to develop a sense of responsibility, able to develop a sense of independence.

CONCLUSION Conceptual foundation in the field of arts education curriculum PGSD, art is a medium of creative expression and aspiration that can be realized through the line, color, and texture to the field of art, movement and the role of dance drama, as well as voice and sound for music, in the scheme artistic and aesthetic. Function of dance-drama in Elementary School to assist the growth and development of children, fostering the development of aesthetic, and help to complete the life. Understanding elementary school of children can be obtained through the attention given to children as well as adjust the plan of dance-drama experience with stage of children development. In understanding the experience of dance-drama kids, generally depends on the age and interests of each child to experience different arts. Experience the art of dance drama that led to the uniqueness of the child include browsing attitude in children, childhood is a time imagining age, fact-finding process, and learning through activities of expression in art. Art education is actualized in a learning package with art materials. Forms of learning include the following aspects: Cognitive, affective, and psychomotor and still plus social aspects. In this case the learners know, learn, feel and practice the art in appropriate curriculum materials. Art learning process in general strengthen the feeling aspect(affective) and social value, because learning is how absolutely be done together. Here is seen that arts education is important to be repositioned, because them bodies the character of the educational process leading to a system of human behavior. Direct learning process has been building custom(making habit)character education to be . The identification humanist individuals. The formation of learners that reflects a humanist man is a spirit of cooperation, mutual assistance, and family well in an environment where learning and community. In addition, there is also a very important aspect in making learning the art of sincerity, ready to build achievement himself and help his friends in need, especially in art education career. In other words, art education contains many humanistic charges. Understanding models and learning strategies need to be understood by teachers, with the understanding of the learning process at all levels of the curriculum in 2013 to be implemented by using a scientific approach. Step-by-step scientific approach in the learning process includes collecting information through observation, questioning, experimentation, and then process the data or information, presenting data or information, followed by analyzing, reasoning, concluding, and creating. Dance-drama as a medium of education in primary schools serving elementary students with opportunities to gain experiences of art, as an activity that is within the scope of artistic consciousness. Dimensional implementation, learning strategy is defined as: Decision act strategically in modifying and a lign instructional system components(specified in the design dimensions) to further streamline the achievement of learning objectives.

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Social Conservation based on Nation Character Building REFERENCES Azzet, Akhmad Muhaimin. 2001. Pendidikan yang Membebaskan. Yogyakarta: Ar-Ruzz Media. Daft, Richard L, 2002. Manajemen, Jakarta: Erlangga. Fadillah Avian. 2005. Konsep dan Pengenalan Diri. http://www.avian.staff.ugm.or.id ( 15 mei 2008) Jazuli, M. 2008. Paradigma Kontekstual Pendidikan Seni. Surabaya: Unesa University Press. Makalah Dialog Budaya dan Gelar Seni ―YogyaSemesta‖ Seri ke-52 dengan Topik Seni Tari dan Pendidikan Karakter, 26 Agustus 2012 di Bangsal Kepatihan, Danurejan, Yogyakarta. Nana Sudjana. 2001. Teknologi Pengajaran. Bandung: Sinar Baru Algasindo. Rohidi,Rohandi,Tjepjep. 2000. Kesenian dalam Pendekatan Kebudayaan.Bandung: STISI Bandung Pres. Salam, Sofyan. 2004. Pendidikan Seni Tingtaktas. Orasi Ilmiah Dies Natalis ke 43 UNM. Soedarsono, R.M. 2002. Seni Pertunjukan Indonesia. Di Era Globalisasi. Yogyakarta: Gadjah Mada University Press. Sedyawati. Edi. 2007. Budaya Indonesia. Jakarta: PT. Raja Grafindo Persada. Soehardjo, A.J. 2005. Pendidikan Seni dari Konsep Sampai Program.Malang: Balai Kajian Seni dan Desain UM. Undang-Undang Sistem Pendidikan Nasional Tahun 2003 (UU RI No. 20 Th 2003) Purwatiningsih dan Ninik Harini. 2002. Pendidikan Seni Tari-Drama SD. Malang: Universitas Negeri Malang. Soehardjo, A.J. 1974. Menuju ke Pendidikan Seni. Malang: IKIP Malang. Sheets, Maxine. 1966. The Phenomenology of Dance. Madison & Milwaukee: The University of Wisconsin Press. Sumantri, Endang, Prof. Dr. M.Ed. 2010. Pendidikan Karakter sebagai Pendidikan Nilai: Tinjauan Filosofi, Agama, dan Budaya dalam Kumpulan Makalah Seminar Nasional Pendidikan Karakter Membangun Bangsa Beradap disampaikan dalam Seminar Nasional Pendidikan Karakter Membangun Bangsa Beradap Program Studi Pendidikan Umum. Sekolah Pasca Sarjana Universitas Pendidikan Indonesia. Sudarsono, R.M. 2010.Masa Gemilang dan Memudarnya Wayang Wong Gaya Seri Pustaka Keraton Nusantara 3.Yogyakarta. Yogyakarta: Tarawang Press. Terry, G.R. 1977. Principles of Manajement, Illionis: Dow Jones-Irwin Inc. ---------------.2006.Prinsip-Prinsip Manajemen. Jakarta: Bumi Aksara Widodo, Syukri Fathudin Achmad. 2012. Makalah Pendidikan Karakter dan Implementasinya. (Staf Pengajar Universitas Negeri Yogkarta). Wahira. 2012. Pengembangan Model Pelatihan Apresiasi seni tari Tradisi Lokal pada Guru Sekolah dasar. Disertasi Program Pascasarjana Universitas Negeri Semarang.

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Proceeding of 4th International Conference on Education and Social Sciences

ROLE OF SOCIAL SCIENCE EDUCATION IN CREATING THE CONSERVATION OF SOCIAL 1)

Yulia Hb Djahir1, Agus Wahyudi2

FKIP Sriwijaya University, 2) STIK Bina Husada Palembang ABSTRACT

Social science is a science that makes scientists become professional as well as having critical thinking, creative, systematic and scientific, broad-minded ethical, social sensitivity and empathy, being civilized and able to solve social problems. The role of this paper to create the social conservation in the society by presenting the social problem in this country that is moral education. Through social conservation in Indonesian society, it is hoped that it will be developed a role model society in Indonesia locally or nationally. It is widely known that social science has many disciplines , for example history, geography, sociology, culture, politics, anthropology, philosophy and social psychology. By understanding the social science, we can solve the problems in this country. Keywords: social science, social conservation, and social problems

INTRODUCTION Social education science has several important disciplines, for example, history, geography, sociology, culture, politics, anthropology, philosophy and social psychology. Human is born as a social creature, what we do in our daily life has something to do with others, one of the basic goals in human life is to live with others (Jones, 2010:1). The main goal of social science is to develop the potential of learners potential so that they become more sensitive to the social problems that occur in the community, having a positive mental attitude towards improvement of all inequality, and skillfully resolve any problems that occur everyday either upon itself and which overrides the public. These objectives can be achieved if social education science is well organized in school. This is reflected in the standard of competence of social education formulated by the Ministry of Education (2003: 5) that learners are directed, guided and assisted to become a good citizen of Indonesia and the world. This is a significant challenge due to the global community has always experienced a great change at any time. so that they are sensitive to the social problems occur in the community, having a positive mental attitude towards improvement of all inequality, and skillfully resolve any problems that occur everyday either upon itself and which overrides the public. The changes that occur as a result of advances in science and technology as well as the inflow of globalization, bringing education multidimensional. In education the changes are demanded by the needs of the students, the community, and working field.one of the changes proposed by social education is adjusting to change that occur globally. In order to fulfill these needs, social education materials should be global insight, which cover: (1) self awareness, as God creature, existency, potency and identity as citizens of a civilized and dignified nation with other nations in the world (2) On-order thinking skills such as critical thinking skills, gather information, process information, make decisions, and solve the problem (3) About the academic skills, of social sciences such as the ability memmahi facts, concepts and generalizations about social culture system, the environment , behavioral economics, and welfare as well as on the time and the sustainability of the changes that occur in the world. (4) Develop social skills in the intention that in the future we not only become the object of a mere mastery of globalization According to Colin Marsh in Nana Surpriantna (2002: 15) social skills are the skills to obtain information, communication, self-control, working together, using numbers, problem solving and decision making skills. furthermore Aness (1984: 249) in Rahmania (2006) which states that social skills are skills in obtaining information (reading skills, learning skills, searching for information and skills, using technology tools), skills related to social relationships and participation in society. Social skills are highly relevant to the development of social studies in Indonesia, so that learners can be expected to live as citizens, residents and citizens of the world who can play a role in society.

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Social Conservation based on Nation Character Building DIMENSIONS OF CHARACTERS IN CONSERVATION At the level of historical discourse, it has been a long debate between moral understanding relative to the first absolute. First group is driven by Hegel, while the second group led by Arthur Schopenhauer. for Hegelian, the value is relative, because it deals with human group consciousness through the long dialectic, began from thesis, antithesis, and synthesis. someday it will be found that synthesis will proceed into the new tesa. Conceivably, what will happen in the community, when the value is relative, and therefore truth and justice becomes relative. William Kilpatrick (1992) sharply criticized the American culture, due to the Hegelian understanding has made American society experienced a moral decadence. While absolute moral states that there is an absolute as a social standard. The source of value are religion, laws, agreements, customs, and so on. Schopenhauer confirms that there is a basic tendency to do good, which is owned by the whole people of different backgrounds. Schopenhauer in Miller (2003) states whoever is filled with compassion will assuredly injure no one, do harm to no one, encroach on no man‘s right, he will rather have regard for anyone, forgive everyone as far as he can, and all of this actions wil bear the stamp of justice and loving kindness. Conservation is not only purely physical, or associated with the relationship between man and nature, but reaching a broad values and universal. In the study of language, "Conservation" has the meaning efforts to preserve what belongs wisely. There are three activities in it, namely saving, studying, and using (Kartijono, 2009). Conservation is also values, with respect to harmon,. In this context, the rights and obligations become the main support of human attitudes and behavior, namely that what is taken must be balanced by what we give. Of course it's in the broadest sense. The balance between the rights and obligations are not only on things that are economical, but also in the relationship between man and nature. breathing fresh air, enjoying the coolness of the trees, enjoying the captivating birdsong; is a right that we get from the universe. Therefore, as a counterpart is that we have to preserve, protect, and maintain meaning that all beings in the universe must be kept, these are the beautiful values . When responsibility, caring, love, compassion, wisdom, modesty, translated into everyday student life through a relationship with the universe; with trees, birds, water, air, and of course with our fellow human beings; it will be internalized the values on them as a moral knowing, moral feeling, and moral action. From the beauty of the conservation values of this, in turn, will then grow too breaths spirituality. In the Indonesian context, the value is in line with the formulation of the Working Group established by the Ministry of National Education Philosophy, Bappenas, and the World Bank (1999) the new character of the Indonesian nation forward, namely (i) Democratization; (ii) law enforcement; (iii) human dignity; (iv) multicultural; (V) religionism (Sedyawati ,. 2000) So even the existence, with the formulation of the new character of the Indonesian nation formulated by a team formed by the Education Ministry of Culture (2000), in the form of eight indicators Indonesian civil society, as follows: (i) a fair and prosperous society; (ii) a democratic and tolerant society; (Iii) the orderly and organized society; (Iv) an independent society and responsible; (V) equal society and "together"; (Vi) the people who have integrity and resistant cultures; (Vii) a religious community and well-mannered; (viii) as well as a dynamic community and forward "(Sedyawati, 2000) At this level, conservation is an inspirational source of value, which will deliver not only the act of nurturing, protecting, and preserving nature merely in the realm of profanity, but also as the responsibility implementation of the divine mandate

INTERNALIZATION CONSERVATION PATTERN VALUE Kurtines (1994), states that there are three approaches namely Cognitive Moral Development coaching, Affective Moral Development, Moral Development and Behavior. First, it is necessary to change the structure of cognition in advance so that the students understand the importance of conservation values. According to Cognitive Moral Development approach, in recognition of the importance of conservation values of human dignity, it is expected to build the awareness and readiness to accept these values into its own (internalization). Awareness and internalization of values that originated from the understanding of these values (cognitive structures) will have the power of authentic, as a result of the learning process (learning behavior). Value coaching approach is an example where a student will have higher effectivity simultaneously, which means character building can be conducted comprehensively, cover cognitive structure changing, emotional touching and conducive environment changing. University environment as a guardian institution in character building of its students, has potential contribution of its processes, therefore it is hoped

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Proceeding of 4th International Conference on Education and Social Sciences that there is a combination of synergy to its development from the entire campus community. To develop the cognitive consciousness of the students, the external factors should be considered, for example, community, a will to find the unideal solution and condition as the source of trigger in social life The natural environment as God‘s creation, actually has its own way to organize all of the elements, and in a state of balace. All of the living things have their own role and function. Each role will then establish a balance. Humans as living beings with intelligence, play a major role in this realm. With the ability of wits, will manage and exploit human nature and its contents to make ends meet. When the man then took control to management, there will be severe damage.for example environmental pollution, deforestation, extinction of some types of flora and fauna, natural disasters the spread of various diseases and global warming Humans are responsible as "protector and guardian of the earth". If humans destroy natural resources and cause damage, then future generations will have to pay low standard and quality of life of human.Oleh therefore thye have to use natural resources wisely and sustainably in order not to damage the species and communities. Nature has a spiritual and aesthetic value that exceeds its economic value. Some religious thinkers, poets, authors, artists, and musicians from various streams of get the inspiration from nature. To Improve environmental quality, aesthetics, culture, and religion is more important than increasing materialistic consumption (Kartijono, dkk.2009).

SOCIAL PROBLEM SOLVING The Example of Social Issues The issue of HIV / AIDS in Indonesia now reaches the amazing stage, where the the number of its cases rises. This is supported also by the increasing number of people who are infected by HIV / AIDS, HIV-infected are no longer only in the group which was originally regarded as vulnerable groups and people living with HIV / AIDS, which means not only people who are HIV positive but also families, couples , friend, or companion. The phenomenon of people with HIV positive is still regarded as something strange but appealing to most society. they face many social problems; treated differently by others in social ostracized by his/her friends, even by his own family. They are afraid to share their experiences, even to declare that s/he was sick and needs help, to others. He was always worried about the reaction and acceptance of others above her/himself. In contrast, another party keep distance. Stigma is a typical problem continues to occur in HIV, especially the stigma on the sinner, immoral while as we know that HIV exposure process is not just limited to these issues. In addition, journalists from media in reporting HIV/AIDS news far from humanism value, among others: (1) Discrimination: Treating people differently for no reason that is irrelevant, for example discrimination against race, gender, and politics; (2) Violence: In reporting a sex worker for example, the media has been exposed to violence as a sex worker without asking permission. (3) Stigmatization: The process of labeling is done to others is often done by the media when preaching on sex workers and HIV or AIDS; (4) Sensational: In the reporting of HIV / AIDS often the headline show something very bombastic, does not correspond to the actual reality; and (5) Exploitation: When the media industry use the title for the sake of publicity, the media do next is exploitation. Human Rights in HIV Context (1) Before knowing whether he is infected or not: (a) the information and skills to protect themselves from infection; (B) counseling before an HIV test; (C) To give an agreement to be tested or not for HIV; (D) test and the results are kept confidential (2) Living with HIV or AIDS: (a) The right not to be distinguished, as well as equality before the law; (B) The right to life; (C) The right to an adequate standard of physical and mental health of the highest attainable; (D) The right to privacy; (E) The right to work; (F) The right to move or migrate; (G) The right to marry or have a family; (H) The right to access to education; (I) The right to assemble; (J) The right to participate in the insurance program (3) During and after death: (a) The right to be treated with dignity body; (B) The right to a decent service and burial; (C) The right to not divulged his identity; (D) The right for his family to not be disturbed; (E) The right to a pension benefit they are entitled to Support and Care for People with HIV+ HIV+ infected people deserve to live healthy. There is no one to get sick and infected. Therefore, prevention of HIV + can not stop in prevention process but must it should be hand in hand with efforts by

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Social Conservation based on Nation Character Building giving the supports and services for those already infected. Murni (2006) said that there should be supporting programs and services for someone who has been tested, both the positive and negative. (1) Support at the first start of the current tests: Support and services for HIV + people actually started when the person know their HIV status. Forms have been described in HIV testing principles contained in the national AIDS strategy that is informed concent (with the knowledge and awareness of) the person concerned, which must be given counseling before and after the test and confidentiality must be upheld; (2) the limitation of medicines. If a person is sick, the main thing that he islooking for is a drug. This applies also for HIV disease. But in reality that what must be faced by HIV + people is the absence of the drug. It is caused by several factors, such as: (a) These drugs are very expensive (B) procurement is not evenly distributed; (C) Facilities and monitoring capabilities of the impact of these drugs is still low; (D) information up to date and draw on these drugs less. (3) Un ethical treatment and non-discriminatory (4) Prevention and treatment of opportunistic diseases. portunistik disease is a disease that is the person who has entered the stage of AIDS and the cause of death; (5) non-medical therapy: non-medical therapies such as herbs, massage, acupuncture and maintains pharmacy; (6) Peer support groups Support groups are the only place where they feel comfortable, bias out of isolation, safe and supported and support groups become a place where education and expansion of information about HIV AIDS occur; (7) Journalists need to put forward the following: (a) Humanist and pay attention to the patient; (B) not to discriminate; (C) Writing without categorizing that foreign tourist potential sex workers exposed to HIV-AIDS; (D) Do not write the identity of informants except as agreed; (E) It should not be associated with the profession, everyone is potentially affected by HIV-AIDS

CONCLUSION Social science is a science that is integrated from social science disciplines, geography, economics, sociology, philosophy, and culture. In connection with the development of information technology globally therefore people should consider the potential social problems happen in our society. We should possess positive mental attitude and able to solve whether his/her personal problems or society‘s problems, for example AIDS or HIV

REFERENCES Amin.(2006). Peran Pembelajaran IPS dalam Menumbuhkan Sosial Skill di Kalangan Para Siswa.Jurnal Program Studi Pendidikan IPS FKIP UPI, hal 1-10. Depdiknas (2003).Pendekatan kontekstual.Jakarta: Depdiknas. Dermatoto, Argyo.2007. Masalah Sosial dan Pemecahannya.Jurnal FISIP Sosiologi UNS, hal 1-19. Murni, Suzana.2006. Dua Sisi Dari Satu Sosok, Kumpulan Tulisan Suzana Murni, Penyususn dan Penyunting: Putu Oka Sukanta, Spritia dan UNAIDS, Jakarta. Rachman, Maman. 2012. Konservasi Nilai dan Warisan Budaya.Indonesian Journal of Concervation, vol 1 No 1 hal 30-39. Rahmania, Mia Anin. 2006. Masalah yang dihadapi pembelajaran IPS. Wawasan Tridharma ][XVII Maret 2006, Halaman 14. Supriatna, Nana. (2002). Mengajarkan keterampilan sosial yang diperlukan siswa memasuki era global.Jurnal Pendidikan Ilmu Sosial No 19 tahun XXII April 2002, Halaman 26

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THE ROLE OF GOVERNMENT AND NGO’S ON POVERTY REDUCING 2005-2010 YYFR Sunarjan Department of History, Faculty of Social Sciences, Semarang State University ABSTRACT Government and NGO‘s intervention agenda proposes a holistic approach to development and poverty reduction. Poverty consists of various interrelated components, each of which needs to be addressed if poverty is to be eradicated or reduced. Maintenance of the envi-ronment is also determined by local values and religious values that exist within the areas of Brintik Hill Graveyard Communities in Semarang . The role of government and NGO‘s such as religious ins-titutions in education are very strategic in contributing concept, methodology, and practice for students and the public on both these issues, like wise with other informal institutions in society. It is not easy to escape from poverty. An actual participation in local institutions, their use of services, and information that identifies the welfare level of households and their coping strategies. Interventions may be enhancing their conditions. Government intervention and Non Government Organizations intervention could be used in cutting the vicious circles of economic and political poverty. A noteworthy result is that in the case of collective action the highest participation comes from members of internally more homogeneous organizations. Further analysis in the case of coping Survival Strategy in the areas of Brintik Hill Graveyard Communities in Semarang indicated that IMAO (Improvise, Modify, Adapt and Overcome.) and using of community capital are effective as survival strategy. Keywords: survival strategy, poverty, community capital , Local Level Institution, intervention, participation.

INTRODUCTION There are multidimentional problems in poverty. Individuals, families, groups in the population, in the areas of Brintik Hill Graveyard Communities in Semarang, that can be said to be in poverty. According to many theories about poverty, the poor are under- and malnourished. They live in miserable housing conditions and have bad sanitary and hygienic conditions, etc.(Martinussen,John.1977:229) All these conditions make the poor very susceptible to disease. Their general health is also far worse than that of the rest of the population. The poor lack even the most elementary education, but a sense of possibility and a little bit of well-targeted help can sometimes have surprisingly large effects. Table 1. Sum of poor peoples in Indonesia Year 2004

Total 36.1 million

Percentage 16.60%

Note

2005 2006

35.1 million 39.3 million

16.00% 17.80%

February 2005 March 2006

2007 2008 2009 2010

37.2 million 35.0 million 32 million 31,02 million

16.60% 15.40% 14,15% 13,33 %

March 2007 March 2008 March 2009 March 2010

2011

30,2 j million

12,49 %

March 2011

2012

29,13 million

11,96 %

March 2012

Data Resource : BPS 2012 It is not easy to escape from poverty. An actual parti-cipation in local institutions, their use of services, and infor-mation that identifies the welfare level of households and their coping strategies. Interventions may be enhancing their con-ditions. Government intervention and Non Government Orga-nizations intervention could be used in cutting the vicious cir-cles of economic and political poverty. According to The Indonesian central Statistic Bureau, there are about 17 % poor people since 2004th until 2009th, and turn down since the last of the year 2009th

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Social Conservation based on Nation Character Building They lack the resources to obtain the types of diet, participate in the activities and have the living conditions and amenities which are customary, or at least widely encouraged or approved in the societies to which they belong. Their re-sources are so seriously below those commanded by the average individual or family that they are, in effect, excluded from the ordinary living patters, customs and activities. Breaking link of the vicious circles of economic and political poverty by using the social values, and community capital of Brintik Hill Grave-yard Communities. Applying of social value, collaboration, community capital and needs for achievement needed for breaking supporting the vicious circles of economic and political poverty. The model is like this:

Figure 1. Poverty and Social Development (Source: Martinussen, John. 1997:299) There are 4 areas of Brintik Hill Graveyard Communities (1) Hillside communities , lower hillside up to hilltop (RT I s/d RT IX), that relatively survive. (2) Hillside after hill top (plan for RT X), hilltop and the valleys areas of Brintik Hill Graveyard Communities; (3) The community of PKL(Pedagang Kaki Lima) flower seller near the streets and rivers a round of Dominico Savio Middle High School; (4) The community of PPJ (Persatuan Pedagang dan Jasa/Union of Traders and Services Community) a round of DR Sutomo streets,Kalisari, Semarang. The problems are why the poor and peripheral people as the graveyard communities become developed and survive. That aims to investigate the role of local institutions in providing service delivery and in affecting welfare and poverty out comes.

THE ROLE OF GOVERNMENT AND NGO ON POVERTY REDUCING According to many theories about poverty, the poor are under- and malnourished. They live in miserable housing conditions and have bad sanitary and hygienic conditions. All these conditions make the poor very susceptible to disease. Their general health is also far worse than that of the rest of the population. The poor lack even the most elementary education, but a sense of possibility and a little bit of welltargeted help can sometimes have surprisingly large effects. Many factors explain co-operation between individuals and in general the adoption of stable forms of collective action. Axelrod (1984) emphasises that cooperation depends on continuity over time of relationships between subjects. Ullman-Margalit (1978) shows that stability of co-operative solutions depends on the efficacy of incentive mechanisms introduced into relationships between individuals.Boix and Posner (1998) find on the other hand that cooperation is strongly influenced by the degree of social and political inequality between potential participants. And lastly, Akerlof and Kranton (1998) emphasise the importance of group identity. One of the first attempts to link sociology and biology resulted:' a distortion of Darwin's ideas to support social theories. Social Darwinism made use of some of his key phrases, such as "favored races and "struggle for life." The Social Darwinists saw society as an organism that became more perfect through the natural selection of favored individuals. Herbert Spencer (1820-1903), one of the leader proponents of Social Darwinism, originated the phrase "survival of the fittest." To him, the struggle for life in society involved the competition for money and status among groups and individuals. The wealthier and better-educated social classes were obviously the fitter because they had succeeded in the competition. Spencer's theorie-blended into a system of social ethics that stressed the need to avoid interfering with the chances of these "superior classes.‖ (Weston, Louise (ed). 1977: 98)

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Proceeding of 4th International Conference on Education and Social Sciences Herbert Spencer (1820-1903), ...He argued that the elements of any society are constantly adapting to changing circumstances in an effort to survive. In this respect, societies were much like the evolving biological organisms that Charles Darwin was describing. Interestingly, it was Spencer, not Darwin, who coined the phrase "survival of the fittest." By this he meant that through natural selection (a gradual weeding out of the weak and inappropriate), only the optimal social arrangements would eventually remain. In which he drew parallels between his economic theories and Darwin's biological, evolutionary ones, writing, ―This survival of the fittest, ...to express in mechanical terms, is that which Mr. Darwin has called 'natural selection', or the preservation of favored races in the struggle for life‖. I begin with a brief description of select methodological studies on social sciencies, and proceed with the results and con-clusions of our own work. Data were collected at the level of the community, the district and the household. At the level of the community, interviews with focus groups of households and with community leaders were held to establish a map of functioning institutions in the community. Donor relations with local institutions: how can one work with local institutions most effectively? This last theme aims to extract the operational lessons from the previous analyses and to illuminate whether and how donor organizations can invest in social capital by supporting local institutions. A first lesson will relate to the range of local institutions relevant for a specific type of service delivery. (Ms. Gracie M. Ochieng May 1998, Working papers no1 http://www.worldbank.org/socialdevelopment, Washington, DC :The World Bank. Social Development.) Three instruments were used:• Information on community services was obtained through interviews with key informants such as the village chief, teacher, health provider, etc. This was supplemented with information on the local economy (infrastructure and distance to markets), local society (ethnic/religious composition) and local institutions.• Community services were also discussed with groups of households, with the objective of learning the community‘s perspective on the quality of service. The objective of the Local Level Institutions Study and the questionnaires are further discussed in World Bank (1998)experience with collective action, and its views on local institutions and development projects.• For the most important local institutions, interviews were held with leaders and members, as well as with nonmembers, in order to get a balanced view of the role of the institutions in the village, their development over time, their main activities, relations with other institutions and government, and their main strengths and weak nesses. At the district level (defined as the administrative level above the village or community), data were collected about the extent of service coverage and the institutional arrangements for the provision of services. Information was also obtained about the general functioning of the district administration and its relation with civic organizations, through interviews with general and sector managers at the district level. The third and critical part of the data collection was a household survey that aimed to capture households‘ actual participation in local institutions, their use of services, and information that identifies the welfare level of households and their coping strategies. The questionnaire consisted of six sections: 1.demographic information on household members, 2. participation in local institutions, •3. characteristics of the most important groups, •4.service provision profiles, •5. perceptions of community trust, value and collaboration, •6. household economy and coping strategies The studies would be representative of the four areas were selected in Brintik Hill Graveyard Communities, in Semarang municipalities, provinces In Central Java, which represent different economic, social and institutional environments. Overview in the areas of Brintik Hill Graveyard Communities. In the beginning, history of Brintik Hill Graveyard Communities in Semarang.are the empty areas of Brintik Hill Graveyard. Commonly, the peoples who coming in the empty areas of Brintik Hill Graveyard are the peoples which have not places or land. It will use a building or home places. Sum of them are poor people come from several village around Semarang and Central Java. For many parents, children are their economic future. They are an insurance policy, and a savings product. The social norms may also reflect economic interests in a society. The poor want many children simply because it is an economic invest-ment. The Children as financial instruments. All so some time a little baby was rented from the other person. Baby to be used by the women who rented as instrument for her ask the money to the driver on the way. Community capital is a helpful concept because it takes into consideration both the environment characteristics of the individual people in the community and the forces from the environment. It suggests that a person brings to the situation a set of behaviors, needs, and beliefs that are the result of his or her unique experiences. Yet it also recognizes that whatever is brought to the situation must be related to the world as that person confronts it. It is in the transactions between the person and the parts of that person‘s world that the quality of life can be enhanced or damaged. Here in lies the uniqueness of social work.

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Figure 2. Sceme: Jeffrey D.Sach‘s Poverty Traps (Source: Jeffrey D.Sach 2005 Government Intervention to the Survival Strategy in the Areas of Poor Communities Community development has a variety of strategies available to meet the needs of those persons and groups who are less advantaged, usually in poverty. Community developers help all communities, but their passion lies disproportionately with people who do not have adequate personal resources to meet their needs or with communities with large populations of people who need assistance. (Bradshaw, 2006) The Initiative has funded a set of projects which will help define and measure social capital in better ways, and lead to improved monitoring of the stock, evolution and impact of government intervention. The coping strategy seeks to provide empirical evidence from more than a dozen countries, as a basis to design better development interventions which can both safeguard existing social capital and promote the creation of new social capital. Civic involvement increases social capital because it enhances theamount of personal interaction, increases informationon the degree of trust that each individual is worthy of and thus consolidates the overall level of trust (Putnam 2000). At the same time the networks of civic responsibility supply relational goods such as contacts, information and reputation which are of significant value. These goods can be conserved only if individuals remain within a framework of community relationships. The spread of civicness appears to reduce the problems of opportunism because when initiatives take place within a context of personal relationships and social networks, there is greater likelihood that agreements will be kept. This is because of the fear that if an agreement is broken the sanction imposed can be the exclusion from the system of individual and collective agreements. Being able to use community goods is thus an important incentive in avoiding defection and putting the relationship of trust at risk. A causal link between social capital and individuals‘ propensity to co-operation is confirmed by a great deal of empirical evidence among others, Putnam 1996; Narayan and Pritchett 1997;Molinas 1998).It is however far from certain that similar conclusions can be drawn for inter-firm co-operation. Both the modality of collective action and the nature of social capital are partially different for individuals and for firms. Among the many differences, we note that firms are not subject to the same sanctions as individuals. Many forms of exclusion, such as social ostracism, cannot effectively be applied to organisations. Moreover, many models of collective action are based on the continuity of relationships and a long time horizon, while a large proportion of firms, newer ones, have a short life expectation. It does therefore not seem appropriate to interpret the phenomenon with reference to a framework with an important time scale. The fact that social capital is only part of the explanation of inter-firm co-operation leads us to look for a wider interpretative model. This model uses two further explicative variables: institutional initiative and the accumula-tion of past co-operation experience. The basic of our model gives an important role to government institutions, mainly local but also central, in pro-moting and sustaining directly and indirectly cooperative initi-atives. It if people act trustfully, they tend to cooperate and invite cooperation in return. However, to promote large-scale economic exchange are necesary education and collaboration.

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Proceeding of 4th International Conference on Education and Social Sciences NGO‘s Intervention to The Survival Strategy in the areas of Brintik Hill Graveyard Communities in Semarang A noteworthy result is that in the case of collective action, the effect of internal diversity of an association works in the negative direction. The highest participation in collective action comes from members of internally more homogeneous organizations. Further analysis in the case of coping Survival Strategy in the areas of Brintik Hill Graveyard Communities in Semarang indicated that kin group and religion are effectively. In other words, collective action is easiest organized in associations which bring together people from within the same kin group and/or religion. The importance of this factor has in fact been documented reports that homogeneity of kinship, caste and ethnic background aids collective action for coping poverty and to be come a social welfare institution Brintik Hill Graveyard Communities There is growing empirical evidence that social capital contributes significantly to sustainable development. Sustain-ability is to leave future generations as many, or more, oppor-tunities as we ourselves have had. Growing opportunity re-quires an expanding stock of capital. The traditional composi-tion of natural capital, physical or produced capital, and human capital needs to be broadened to include social capital. Social capital refers to the internal social and cultural coherence of society, the norms and values that govern interactions among people and the institutions in which they are embedded. Social capital is the glue that holds societies together and without which there can be no economic growth or human wellbeing. Without social capital, society at large will collapse, and today‘s world presents some very sad examples of this. The challenge of development agencies such as the World Bank is to opera-tionalize the concept of social capital and to demonstrate how and how much it affects development out comes. Ways need to be found to create an environment supportive of the emergence of social capital as well as to invest in it directly. With the help of a generous grant of the Government of Semarang Munici-palities. Survival Stategy in the areas of Brintik Hill Graveyard Communities Food is basic to welfare, a necessity for survival. Where malnutrition is widespread and famine a threat the point is very evident, while the need for food is often taken for granted in modern societies. The interaction between formal and informal networks accounts for the readiness with which discussions can move back and forth between informal networks such as the extended family and formal networks such as limited liability companies. Fukuyama (2000) argues that cross-cultural variation in informal networks accounts for cross-national differences in the characteristic form of individual business The logic of a "mixed society" (Rose, 1986) is that individuals and households are much more concerned with their total welfare than with its source. Many basic elements of welfare are the joint outcome of a multiplicity of resources. For example, health results from individual diet and exercise; informal support from friends and neighbors when feeling unwell; medical services for which payment may be made; and hospital care in a public institution. The specific network employed by a given individual can vary from situation to situation. In a modern society individuals may rely on the market for food but rely on informal social networks for their emotional wellbeing. To reduce the concept of social capital to a single type of network--whether informal non monetized. cooperation or formal organizations-forecloses understanding the variety of networks that individuals can have.2 It also ignores a basic analytic question: to what extent and under what circumstances do individuals differ in their reliance on social capital networks for welfare? Concern with the organizational forms of collective action led Coleman (1990: 302) to define social capital in terms of networks that can be used as instruments for the production of goods and services. Coleman also emphasized that networks tend to be situational. Getting a pension involves interaction with officials in a large bureaucratic organization, where as organizing a social evening for a church depends on informal personal networks. Insofar as net-works vary between situations, social capital cannot be reduced to a single unit of account that can be aggregated into a sum-mary statistic characterizing the whole of society. Nor can indi-viduals be characterized as having or not having community capitals of Brintik Hill Graveyard Communities . Natural Capital, Human capital, spiritual capital, intelectual capital, emotional capital, adversity capital, health capital economic capital, and Social Capital. Therefore, when the individual‘s social capital is de-fined and measured in terms of social integration or generic sharing of social values such as― participation in the local comm.unity, pro-action in social context, feelings of trust and safety, neighbor-hood connections, connections with family and friends, tolerance of diversity, value of life and work connections‖ (Onyx and Bullen quoted in Wool Cock and Narayan 2000, p.241), it has only limited usefulness in analysis collective action between firms. A network analysis definition of social capital is equally unsatisfactory to analysis interfirm cooperation. Being at the centre of an articulated system of personal relationships can give significant economic advantages such as arbitrage, exploitation of information, etc. (Burt 1997) but it is difficult to see how numerical increase of

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Social Conservation based on Nation Character Building the relationships in itself can solve the problems of cooperation. Collective action is in fact normally hampered rather than helped by increasing the number of participants.

Figure 3. The Survival Strategy of The Poor Communities

Several Cases of the Peripheral Poor communities Survival Strategy The Brintik Hill Graveyard Communities has been successful employing this concept mostly because of the creativity of its people and their success-based attitude. ―Improvise, Modify, Adapt, and Overcome‖…This is the motto of the Brintik Hill Graveyard Communities. It comes in several forms; sometimes only three (removing Adapt, I think); sometimes rearranged. ―Problem Solving: Improvise, Adapt, Overcome‖ Posted Tuesday, February 1, 2011 http://www.peakprosperity.com/ blog/improvise-adaptovercome/52001 Reducing sensitivity to their effects and increasing adaptive capacity (e.g.-exempli gratia raising human capital) (Locatelli,B.,PramovaE., 2010). In recent years, there has been a growing interest in ecosystem based adaptation EBA).EBA addresses the role of environmental services in reducing the vulnerability of natural resource dependent societies to climate change in a multisectoral and multiscale approach (Locatelli, B., RojasV., SalinasZ., 2008) Using IMAO (Improvise, Modify, Adapt and Overcome.) as survival strategy, there are five cases of the people of Brintik Hill Graveyard Communities in Semarang has been successful , enhancing and survive. There are the cases breaking the vicious circles of economic and political poverty, the case of NGO‘s intervention, the case of government intervention, the case of helping with direct cash, and the case of values internalization.

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Proceeding of 4th International Conference on Education and Social Sciences CONCLUSION The poor activities in the areas of Brintik Hill Graveyard Communities in Semarang indicated that IMAO (Improvise, Modify, Adapt and Overcome.) and using of community capital are effective as survival strategy. There are Community capital of Semarang Brintik Hill Graveyard Community : human capital, knowledge capital, social capital, spiritual capital, economic capital, intelectual capital, Natural capital, Public institutional capital, emotional capital, adversity capital, moral and healthy capital. Intervention by government and NGO‘s to develop giving populations participation, and the result are enhancing motivations for The Semarang Brintik Hill Graveyard Communities Survive and the community condition are better up.

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Social Conservation based on Nation Character Building Sachs, Jeffrey. 2005. The End of Poverty: How We Can Make It Happen in Our Lifetime.London: Penguin Books. Scupin, Raymond and Christopher R. DeCourse. 1992. Anthropology: A Global Perspective. New Jersey: Prentice Hall Sen, Amartya. 1999. Development As Freedom.New York: Alfred A.Knopf Inc. ---------.2009. The Idea of Justice.London: Penguin Books Ltd. Sherraden, Michael..2006. Building Assets to Fight Poverty. Washington: NHI Smith, Stephen C. 2005. Ending Global Poverty: A Guide to What Works. New York: Palgrave Macmillan. Stewart Weeks, M. & Richardson, C. 1998. Social Capital Stories. Sydney: Centre for Independent Studies, Sylvia. Chant, 1994.Women, Work and Household Survival Strategies in Mexico, 1982-1992: Past Trends, Current Tendencies and Future Research. Bulletin of Latin American ResearchVol.13, No. 2 (May, 1994), pp. 203-233Published by: Blackwell Publishing Article Stable URL: http://www.jstor.org/stable/ 3338275 Valdes, Julio Carranza . 2002. Kebudayaan dan Pembangunan: Beberapa Pertimbangan untuk Berdebat. Latin American Perspectives, Issues 125, Vol. 29 No. 4,july 2002,31-46. Weston, Louise (ed). 1977. The Study of Society Second Edition. Connecticut:The Dushkin Publishing Group Inc.

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: Registration (Seminar Kit Distribution) : Introduction by MC : National Anthem, Indonesia Raya : Presents Semarangan Dance : Report by Board of Directors 4th ICESS : Welcome and Opening Speech by UNNES Rector : Pray : Keynote Speech by Governoor of Central Java, Indonesia : Coffe Break : Panel Conferences

1st Panel 09.10 – 09.25 : Prof. Tsuchiya Takeshi 09.25 – 09.40 : Prof. Majima Kiyoko 09.40 – 09.55 : Peter F. Walton, Ph.D 09.55 – 10.10 : Prof. Dr. Udin S. Winataputra, M.A 10.10 – 11.10 : Discussion 11.10 – 11.15 : Submission souvenir by Dean of Social Sciences Faculty 2nd Panel 11.15 – 11.30 : Erica Balazs, M.A 11.30 – 11.45 : Dr. Katie Jones 11.45 – 12.00 : Prof. Dr. Tri Marhaeni PA, M.Hum 12.00 – 12.45 : Discussion 12.45 – 12.50 : Submission souvenir by Board of Directors 12.50 - 14.00 : Break 14.00 – 16.00 : Parralel Conferences (on 3 room) 16.00 : Closing by moderator each room

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: Dr. YYFR Sunarjan, M.S. : Zuhad No Name 1 Tatik Upami

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Title Individualism and Collectivism in Sustainable Economic Behaviors among the Community Members of Shifting Cultivators in the District of Lamandau Central Kalimantan Development of Tourism Regions Mandeh through reconstruction of local women's wisdom coastal, southern Coastal District, West Sumatra Delegation of Authority from Regent To District (Study on Environmental Authority in West Bandung Regency) The Study Of Best Practice Of The Bantaeng Residence Government Innovation: Brigrade Siaga Bencana Think Smart, Act Decisive, and Noble Moral: Improving the Good Character Building in Forest Management in Tuban Region, East Java The Evaluation of Qibla Direction in Mosques Using Qibla 1.0 Application in Bandulan and Sukun Village of Sukun Sub-District In Malang Underground River Water Management Model In Karts Region Based On Local Wisdom The Potential of Tourist Attraction in the Coastal Of Kendal Regency

Status of Soil Fertility‘s Carrying Capacity for Greening Plants in UNNES Biodiversity Trangkil Sekaran Park, Semarang Conservation Policy On Society; Evidence From Unnes

An Analysis on the City Dwellers' Urgency for in Relation to the Growth of Open Green Space in order to Increase A ConservationBased Oxigen of City Development in Pek-

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Farid Noor Romadlon, Erik Aditia Ismaya Nur Farjie, Imaniar Purbasari

Title Strengtening Language Ability and Soft Skill as Slow Learner Empowering Effort: Case Study on State Polytechnic of Jakarta Curriculum of the History Education for the Nation Development: A Case Study in Indonesia Social Capital in School as One of Strategy Revitalization Of National Character Role of Social Science Education In Creating The Conservation Of Social Strategic Management of Environmental In Implementing Green Industry: In Perspective of Social Science Education Model and Formation of Indonesia Youth Character Through Scout Movement

Learning Social Studies To Growth Up Nasionalism Through Picture Media For Deaf Students In Sdlb Purwosari Kudus M.Th.S.R. Retnan- Management Of The School Culture Supingdyastuti porting The Success Of Character Education G. Rohastono Ajie The Role Of Guidance And Counselling Management In Dealing With Juvenile Delinquency Suyahmo Conservation Social Development Based Nation Character Masitah Implementation of Conservation of Social Study in Learning IPS Elementary School as Stock Student Teachers being PGSD Masrukhi Developing Student Character Based on Conservation Value (Case Study at Semarang State University) Khasan Setiaji, Pluralism in Teaching Economics to Sandy Arief, Ade Strengthen the Indonesian Plural Society Rustiana

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Banjar Traditional Game as Learning Model of Social Science Education in South Kalimantan Titik Haryati, Joko The Integrative Character Education CurricuWidodo lum Management in Institute of Education Personnel Nugroho Personality Characteristics as the Appeal of Jokowi‘s Leadership in the Printed and Electronic Media Perspectives Wahira Learning Management Of Dance Arts To Build The Students Character In Primary School Ufi Saraswati The Meaning of Animal Relief at Candi for Nation and Character Building Maman Rachman, Strengthening Of Character, Ethics And Care Moh. Aris MuFor The Environment Through Optimization nandar Of Character Hermitage Subagyo, Tsabit Internalization Of Civilian Police Character Azinar Ahmad In Police Education From Historical Perspective Bain Dialogue Of History And Social Sciences In Conflict, Convergence And Conservation Nurul Fatimah The Character Education Development Based Conservation Of Javaness Traditional Games Abdul Kholiq The importance of guidance and counseling in facilitating the student character education Eko Purwanti The mother‘s role in building children‘s character For the family‘s education revitalized Insan Fahmi Sire- Nation Character Building Through The gar Learning Of History: Imitation Leadership Of Mohammad Natsir

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Title Increasing Indonesian Public Diplomacy Through IACS (Indonesian Art & Culture Scholarship) Program Buchory M Sukemi Political participation and violent behavior in indonesia Astrida Fitri But It Isn‘t Corruption, Is It? Linking UnderNuryani graduate-Level Teaching of Sociology of Corruption with Environmental Mismanagement and Environmental Ethics Thriwaty Arsal ―Socializing‖ Rural Sociology: The Function and Role of Sociology in Rural Society Puji Hardati, R. Household Livelihood Strategies Based Social Rijanta, Su RitIntelligence For Conservation The Slope ohardoyo Merbabu Getasan Subdistrict , Semarang Regency Eko Handoyo Build Concern: The Pro Community Development, Measuring the city of Semarang in Government Policy Planning and Empowerment of Street Vendors Martien Herna S Gender Equality In Realizing Good, Fair And Equivalents Democratic Governance Eva Banowati Community traditional wisdom of the slope muria In food needs fulfillment Jariyah, BadCorporate Social Responsibility (CSR), A ingatus Solihah Contribution From Business Towards Environment And Society Putri Agus WiBuilding Market, Making Regularity?: Relajayati tion between State and Market in Semarang Municipality Hamdan Tri Atma- A Study Of Socio-Cultural Identity Construcja tion On The Chinatown community Semarang R. Suharso The fall of ―Bourgeois‖ Middle Class Trades Muslim in Java Hartati Sulistyo Dieng Face the World (Welfare Issues VS Rini Nature and Social Conservation)