Main Article Content

Abstract

This study aims to determine the models and constraints of humanistic education carried out by educators for the child scavengers in the garbage dumps in Palopo City. This research is qualitative research for disclosing facts—Miles and Huberman's analysis using data collection, data reduction, data presentation, and conclusion. The results showed that: Education of scavenger children at TPA Mancani, Palopo City is more directed to public and religious educational institutions outside the garbage dumps area, educational guidance on Sundays at church for those who are Christian while those who are Muslim get an education at the Al-Qur'an Education Park (TPQ); humanist education is developing in Sunday schools with the concept of primary religious education, regular discussions, counseling, the formation of work and study groups with materials consisting of: beliefs, politeness/ethics, and memorizing verses. The methods used include: exemplary and discipline, habituation, advice and guidance, deliberation and discussion, stories or stories, as well as balancing the giving of praise and punishment; The obstacles faced in implementing humanist education for child scavengers at TPA Mancani Palopo City include; the recruitment as fostered children in Sunday School, the lack of support from parents, child scavengers feel that their freedom is losing after entering school, and not guarantee their worthiness of life. Another obstacle is the limited number of assistants of child scavengers, limited facilities, infrastructure, funds, and the character traits of scavenger children that are difficult to change.

Keywords

Humanist education scavenger children’s TPA Mancani Palopo City

Article Details

How to Cite
Efendi, E., K, N., & Baderiah, B. (2020). Humanist Education: Its Implementation on Scavengers Children’s at TPA Mancani Palopo City. International Journal of Asian Education, 1(3), 155-168. https://doi.org/10.46966/ijae.v1i3.68

References

  1. Baderiah, B. (2018). Pengembangan Kurikulum. Palopo: Lembaga Penerbit Kampus IAIN Palopo.
  2. Baderiah, B. (2019). Analisis Nilai Pendidikan Karakter Pada Pembelajaran Pendidikan Agama Islam Dalam Kurikulum 2013 di SMA Negeri Kota Palopo. Al-TA’DIB, 12(1), 148–170. https://doi.org/10.31332/atdb.v12i1.1156
  3. Dhakiri, Moh. H. (2000). Paulo Freire, Islam dan Pembebasan. Jakarta: Djambatan-PENA.
  4. Freire, P. (2002). The Politic of Education: Culture, Power, and Liberation diterjemahkan oleh Agung Prihantoro dengan judul Politik Pendidikan, Kebudayaan, Kekuasaan, dan Pembebasan (IV). Pustaka Pelajar-Read.
  5. Hasan, M. I. (2002). Metodologi Penelitian dan Aplikasinya. Ghalia Indonesia.
  6. Helaluddin, & Wijaya, H. (2019). Analisis Data Kualitatif: Sebuah Tinjauan Teori & Praktik. Sekolah Tinggi Theologia Jaffray.
  7. Hujair, A., & Sanaky. (2003). Paradigma Pendidikan Islam: Membangun Masyarakat Madani Indonesia (I). Jakarta: Safiria Insania Press.
  8. Ilham, D. (2014). Implementasi Nilai-Nilai Keagamaan pada Mata Pelajaran Umum dalam Upaya Peningkatan Akhlak Peserta Didik di MAN Malili Kabupaten Luwu Timur [Masters, STAIN/ IAIN Palopo]. In IAIN Palopo. http://repository.iainpalopo.ac.id/id/eprint/1145/
  9. Ilham, D. (2020). The Challenge of Islamic Education and How to Change. International Journal of Asian Education, 1(1), 15–20. https://doi.org/10.46966/ijae.v1i1.16
  10. Indonesia, R. (2007). Undang-Undang RI Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional (VII). Jakarta: Sinar Grafika.
  11. Moleong, L. J. (2005). Metodologi Penelitian Kualitatif. Bandung: Remaja Rosdakarya.
  12. Muhajir, N. (2000). Ilmu Pendidikan & Perubahan Sosial: Teori Pendidikan Pelaku Sosial Kreatif, (Cet. V; Yogyakarta: Rake Sarasin, 2000 (V). Rake Sarasin.
  13. Nurdin, H. (2020). Problems and Crisis of Islamic Education Today and in The Future. International Journal of Asian Education, 1(1), 21–28. https://doi.org/10.46966/ijae.v1i1.17.
  14. Nurdin, K., Muh, H. S., & Muhammad, M. H. (2019). The implementation of inquiry-discovery learning. Ideas: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(1).
  15. Nugroho, P. (2017). Internalisasi Nilai-Nilai Karakter dan Kepribadian Mahasiswa Pendidikan Agama Islam Melalui Pendekatan Humanis-Religius. Edukasia : Jurnal Penelitian Pendidikan Islam, 12(2), 355–382. https://doi.org/10.21043/edukasia.v12i2.2491.
  16. Ocktilia, H. (2020). Praktik Pekerjaan Sosial Berbasis Komunitas Dalam Penanganan Anak Terlantar Di Kabupaten Sumedang Provinsi Jawa Barat. Pekerjaan Sosial, 19(1), Article 1. https://doi.org/10.31595/peksos.v19i1.240.
  17. Putra, F., Hasanah, D., & Nuriyah, E. (2015). Pemberdayaan Anak Jalanan Di Rumah Singgah. Share : Social Work Journal, 5(1), Article 1. https://doi.org/10.24198/share.v5i1.13118
  18. Usman, U. (2018). Pendidikan Agama Islam Berbasis Multikultural; Tinjauan Pengembangan Kurikulum Pendidikan Agama Islam. Madania: Jurnal Ilmu-Ilmu Keislaman, 7(2), 241–261. https://doi.org/10.24014/jiik.v7i2.4840