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Abstrak :
To inherit something if it is not genetically is believed to be a culture. Knowledge is culture since it is not genetically acquired. When we are discussing the -function of knowledge that means we are discussing the `culture', because knowledge is transferred by socialization, and human get it by learning process. Knowledge in its formation is connected to power. One of the processes in formation of knowledge is through education and power is represented by the state and its government with its regulations reinforced. In education, curriculum is the reflection of power. The government issues the national curriculum, applied throughout the country. In the implementation, the uniformity can not be fully applied. The due to the various situation and condition in every region. Alternative education is considered to be against uniformity in the implementation of national curriculum. Alternative education is also viewed as power in education. Power contest is the condition that comes along with the formation of knowledge. Power contest appears when knowledge is constructed, deconstructed, and reconstructed. All happen within the constellation of power. The concept of contest is used to illustrate the struggle, the fight, competition and debate when knowledge is in formation within the constellation of power. Teaching through schools is one of the ways to formation of knowledge. In formation of knowledge, state with its national curriculum seems to stand in one side while, children, parents, peer groups, milieu, NGOs, and media are in the other side. Power contest seems to give certain color when alternative education is set in the context. SDKE Mangunan is a type of alternative education that we can use to illustrate power contest between education and the state in the formation of knowledge. Romo Mangun with his curriculum for SDKE Mangunan has to face the state which implements national curriculum. Children just have to face their teachers in class. This will become more complicated with the presence of others like parents, peer groups, milieu and media.

Abstrak :
Penelitian ini bertujuan untuk mendeskripsikan peran fasilitator pendidikan dalam program pendidikan alternatif di Yayasan Kampus Diakoneia Modern (KDM). Pendekatan penelitian yang digunakan adalah kualitatif dengan jenis penelitian deskriptif. Pemilihan informan penelitian menggunakan purposive sampling pada fasilitator pendidikan alternatif. Pengumpulan data dilakukan melalui wawancara dengan 5 orang informan. Untuk memperkuat data dilakukan triangulasi melalui penerima manfaat yakni 4 orang anak binaan. Hasil penelitian menunjukan bahwa dalam berbagai tahapan intervensi program pendidikan alternatif, terdapat berbagai peran pekerja sosial pada berbagai tahap. Pada assessment, terdapat peran enabler dan empowerer berupa assessment minat dan bakat untuk mengetahui kemampuan belajar anak. Pada perencanaan, peran yang dilakukan sebagai enabler, empowerer, dan koordinator berupa merancang dan mengembangkan pendidikan alternatif yang dapat menghasilkan strategi pembelajaran yang akan dilakukan. Pada implementasi, fasilitator pendidikan alternatif berperan sebagai educator dan group facilitator dalam memberikan pembelajaran dan memfasilitasi belajar anak. Pada evaluasi, fasilitator pendidikan dapat berperan sebagai enabler untuk menggunakan evaluasi belajar anak untuk merancang strategi di semester selanjutnya. Pada terminasi, fasilitator pendidikan alternatif dapat berperan sebagai enabler untuk mempersiapkan pembelajaran anak. ......This study aims to describe the role of educational facilitators in alternative education programs at the Modern Diakoneia Campus Foundation (KDM). The research approach used is qualitative with descriptive research type. Selection of research informants using purposive sampling on alternative education facilitators. Data collection was carried out through interviews with informants, namely 1 alternative education program manager, and 4 alternative education facilitators. To strengthen data triangulation, it is carried out through beneficiaries, namely fostered children. the making of the thinking used is in the form of concepts and definitions of street children, interventions that can be carried out, as well as the role of alternative education facilitators which will be analyzed through the role of social workers. The results of the study show that in various stages of alternative education program intervention, there are various roles of social workers at various stages. In the assessment, there is an activating and empowering role in the form of an assessment of interests and talents to determine children's learning abilities. In planning, the role played as enabler, empowerment, and coordinator is in the form of designing and developing educational alternatives that can produce learning strategies that will be carried out. In its implementation, alternative education facilitators act as educators and group facilitators in providing learning and facilitating children's learning. In evaluation, educational facilitators can act as enablers to use children's learning evaluations to develop strategies for the next semester. In the end, alternative education facilitators can act as enablers to prepare children's learning.

Abstrak :
ABSTRAK
Penelitian ini membahas mengenai fenomena putus sekolah pada pemuda di Johar Baru, serta bagaimana pendidikan yang sesuai untuk mengakomodasi kebutuhan hidup mereka. Studi-studi sebelumnya membahas mengenai putus sekolah pada komunitas marjinal, pendidikan alternatif dan komunitas marjinal, dan sekolah komunitas sebagai upaya pengembangan komunitas. Problematika pendidikan yang dihadapi oleh pemuda marjinal dalam konteks komunitas masyarakat marjinal kota seringkali dikaitkan dengan keadaan ekonomi yang kurang, namun lebih dari itu, mereka dihadapkan dengan kompleksitas opresi dari struktur dominan hingga komunitas sejawatnya sendiri.Opresi-opresi tersebut merupakan salah satu pemicu terjadinya deprivasi budaya, sebuah aspek kulturaldari sisi pemuda marjinal kota yang belum dilihat secara komprehensif dalam penelitian-penelitian sebelumnya.Tujuan penelitian ini adalah untuk menganalisis aspek kultural penyebab putus sekolah pada pemuda marjinal kota serta mencari tahu pendidikan seperti apa yang sesuai dengan budaya dan kebutuhan mereka. Peneliti berargumen bahwa deprivasi budaya pada pemuda putus sekolah marjinal kota merupakan penyebab utama putus sekolah, sehingga pendidikan alternatif yang berakar dari komunitas dan mendukung kebutuhan masyarakat marjinal kota merupakan pendidikan yang cocok untuk mengakomodasi kehidupan mereka. Peneliti melihat salah satu bentuk pendidikan alternatif di Johar Baru yaitu Sekolah Komunitas Johar Baru memiliki potensi tersebut. Penelitian ini menggunakan metode penelitian kualitatif, teknik pengambilan data melalui observasi, studi kasus dan pustaka, wawancara mendalam dengan pemuda putus sekolah, serta informan kunci di Kecamatan Johar Baru, Jakarta Pusat. 

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ABSTRACT
This study discusses the phenomenon of dropping out form school of young people in Johar Baru, as well as what is the most suitable education to accommodate their life needs. Previous studies discussed casses of dropping out in marginalized communities, alternative education and marginal communities, also community schools as an effort to develop the community. The educational problems faced by marginalized youth in the context of urban marginal communities are very complex because not only their lack in economy, but they are also faced with oppression from the dominant structure, even their own peer communities. These oppressions are one of the triggers of the culture of silence, a cultural aspect of the urban marginal youth that has not been seen comprehensively in previous studies. The aim of this study is to analyze the cultural aspect of the cause of dropping out of school in the urban marginalized youth in Johar Baru, and to find out what kind of education which would suit their culture and needs. The researcher argues that cultural deprivation is the major cause of dropoutsinurban marginalized youth. Therefore, an alternative education which rooted in the community and supporting their needs isone of the waysthat can accommodates their life needs as an urban marginal community. The researcher sees one form of alternative education in Johar Baru named the Johar Baru Community School which has that potential. This study uses qualitative research methods, whereas data collection techniques through observation, case studies and literature, in-depth interviews with school dropouts, and key informants in Johar Baru Subdistrict, Central Jakarta.