Thursday, February 16, 2012

Sekilas Budaya Bali


HARI RAYA GALUNGAN DAN KUNINGAN

Kata “Galungan” berasal dari bahasa Jawa Kuna yang artinya menang atau bertarung. Galungan juga sama artinya juga berarti menang. Karena itu di Jawa, wuku yang kesebelas disebut Wuku Galungan, sedangkan di Bali wukunya Wuku Dungulan. Namanya berbeda, tapi artinya sama saja. Seperti halnya di Jawa dalam rincian pancawara, di Bali disebut Umanis, yang artinya sama: manis.
Agak sulit untuk memastikan bagaimana asal-usul Hari Raya Galungan ini. Kapan sebenarnya Galungan ada di Indonesia, terutama di Jawa dan di di daerah lain khususnya di Bali. Drs. I Gusti Agung Gede Putra (mantan Dirjen Departemen Agama RI) memperkirakan, Galungan telah lama dirayakan umat Hindu di Indonesia sebelum hari raya di Pulau Bali. Dugaan ini didasarkan pada lontar berbahasa Jawa Kuna yang bernama Kindung panji Amalat Rasma. Galungan itu dirayakan di luar Bali dan apakah namanya juga sama Galungan, masih belum terjawab dengan pasti.
Namun di Bali, ada sumber yang memberikan titik terang. Menurut lontar Purana Bali Dwipa, Galungan pertama, Purnama Kapat, Budha Kliwon Dungulan, tahun Saka 804 atau tahun 882 Masehi. Dalam lontar itu disebutkan: ngawit, Bu, Ka, Dungulan Sasia Kacatur, tanggal 15, Isaka 804. Bangun Indria Buwana Ikang Bali Rajya.
Artinya:
Perayaan (upacara) Hari Raya Galungan itu pertama-tama adalah pada hari Rabu Kliwon, (Wuku) Dungulan sasih 804 Saka. Keadaan Pulau Bali bagaikan Indra Loka.
Sejak itu Galungan terus dirayakan oleh umat Hindu secara meriah. Setelah Galungan itu dirayakan, tiba-tiba – entah apa dasar pertimbangannya – pada tahun 1103 Saka perayaan hari raya itu dihentikan. Itu Ekajaya memegang tampuk pemerintahan. Galungan juga belum dirayakan ketika tampuk pemerintahan. Selama Galunan tidak dirayakan, konon musibah datang tak henti-henti. Umur para pejabat kerajaan konon menjadi pendek.
Ketika Sri Dhanadi mangkat dan digantikan Raja Sri Jayakasunu pada tahun 1126 Saka, barulah Galungan yang sempat terlupakan kurang lebih selama 23 tahun. Keterangan ini bisa dilihat pada lontar Sri Jayakasunu. Dalam lontar itu menyatakan bahwa Raja Sri Jayakasunu merasa heran mengapa raja dan pejabat-pejabat raja sebelumnya selalu berumur pendek, peyebabnya, Raja Sri Jayakasunu mengadakan tapa brata dan samadhi di Bali yang terkenal dengan istilah mendekatkan diri pada Dewa. Dewa Sraya itu dilakukan di Pura Dalem Puri, tak jauh dari Pura Besakih. Saat melakukan tapa brata, Raja Sri Jayakasunu mendapatkan pawisik atau “bisikan religius” dari Dewi Durgha, sakti pawisik itu Dewi Durgha minta kepada Raja Sri Jayakasunu supaya kembali merayakan Galungan setiap Rabu Kliwon seperti tradisi yang pernah berlaku. Di samping itu, disarankan pula supaya seluruh umat Hindu memasang penjor Galungan (sehari sebelum Galungan). Disebutkan pula, inti pokok perayaan hari Penampahan Galungan adalah yaitu upacara yang bertujuan untuk melepaskan kekuatan negatif (Bhuta Kala) dari diri manusia dan lingkungan. Jayakasunu mendapatkan bisikan religius itu, Galungan dirayakan lagi dengan hikmat dan meriah oleh umat Hindu.

MAKNA FILOSOFIS GALUNGAN
Galungan adalah suatu upacara sakral yang memberikan kekuatan spiritual agar mampu membedakan mana dari adharma dan mana dari budhi atma yaitu berupa suara kebenaran (dharma) dalam diri manusia.
Selain itu juga memberi kemampuan untuk membeda-bedakan kecenderungan keraksaan (asura sampad) dan (dewa sampad). Harus disadari bahwa hidup yang berbahagia atau ananda adalah hidup yang memiliki kecenderungan keraksasaan.
Galungan adalah juga salah satu upacara agama Hindu untuk mengingatkan manusia secara ritual dan spiritual akan Dewi Sampad untuk menegakkan dharma melawan adharma. Dalam lontar Sunarigama, Galungan dan rincian dengan mendetail. Mengenai makna Galungan dalam lontar Sunarigama dijelaskan sebagai berikut:
Budha Kliwon Dungulan ngaran Galungan patitis ikang janyana samadhi, galang apadang maryakena sarwa byapa.
Artinya:
Rabu Kliwon Dungulan namanya Galungan, arahkan bersatunya rohani supaya mendapatkan pandangan yang terhindar dari segala kekacauan pikiran.
Jadi, inti Galungan adalah menyatukan kekuatan rohani agar mendapat pikiran dan pendirian yang terang. Bersama dengan yang terang inilah wujud dharma dalam diri. Sedangkan segala kekacauan pikiran itu (byaparaning idep) adalah konsepsi lontar Sunarigama inilah didapatkan kesimpulan bahwa hakekat Galungan adalah merayakan menang adharma.
Untuk memenangkan dharma itu ada serangkaian kegiatan yang dilakukan sebelum dan setelah Galungan. Sebelum Sugihan Jawa dan Sugihan Bali. Kata Jawa di sini sama dengan Jaba, artinya luar, Sugihan Jawa bermakna (bumi ini) di luar dari manusia. Sugihan Jawa dirayakan pada hari Wrhaspati wage Wuku Sungsang, enam hari sebelum lontar Sundarigama disebutkan bahwa pada hari sugihan Jawa itu merupakan Pasucian Dewa Kalinggania (penyucian Dewa, karena itu hari penyucian semua bhatara).
Pelaksanaan uapcara ini adalah dengan membersihkan segala tempat dan peralatan upacara di masing-masing pada hari Jumat Kliwon Wuku Sungsang disebutkan: Kalinggania amretista rata tawulan (oleh karenanya mereka masing-masing). Karena itu Sugihan Bali disebutkan menyucikan diri sendiri. Kata Bali dalam bahasa Sansekerta berarti dalam diri. Dan itulah yang disucikan.
Pada Redite Paing Wuku Dungulan diceritakan Sang Kala Tiga Wisesa turun mengganggu manusia. Karena ia dianjurkan anyekung jnana, artinya: mendiamkan pikiran agar jangan dimasuki oleh Butha Galungan. Dalam lontar nirmalakena (orang yang pikirannya selalu suci) tidak akan dimasuki oleh Butha Galungan.
Pada hari Senin Pon Dungulan disebut Penyajaan Galungan. Pada hari ini orang yang paham tentang yoga pemujaan. Dalam lontar disebutkan, “Pangastawaning sang ngamong yoga samadhi”. Pada hari Anggara Wage wuku Penampahan Galungan. Pada hari inilah dianggap sebagai hari untuk mengalahkan Butha Galungan dengan upacara banten byakala yang disebut pamyakala lara melaradan. Umat kebanyakan pada hari ini menyembelih babi. Namun makna sesungguhnya adalah pada hari ini hendaknya membunuh sifat-sifat kebinatangan yang ada pada diri kita.
Demikian urutan upacara yang mendahului Galungan. Setelah hari raya Galungan yaitu hari Kamis Umanis Wuku Galungan. Pada hari ini umat mengenang betapa indahnya kemenangan dharma. Umat pada umumnya melalui dengan mengunjungi tempat-tempat hiburan terutama panorama yang indah. Juga mengunjungi sanak saudara.
Hari berikutnya adalah hari Sabtu Pon Dungulan disebut hari Pemaridan Guru. Pada hari ini, dilambangkan dan meninggalkan anugrah berupa kedirghayusan yaitu hidup sehat panjang umur. Pada hari ini umat dianjurkan mereka dan matirta gocara. Upacara tersebut bermakna, umat menikmati waranugraha Dewata.
Pada hari Jumat Wage Kuningan disebut hari Penampahan Kuningan. Dalam lontar Sundarigama tidak disebut dilangsungkan. Hanya dianjurkan melakukan kegiatan rohani yang dalam lontar disebutkan Sapuhakena malani kekotoran pikiran. Keesokan harinya, Sabtu Kliwon disebut Kuningan. Dalam lontar Sundarigama disebutkan sesaji pada hari ini hendaknya dilaksanakan pada pagi hari dan hindari menghaturkan upacara lewat tengah hari atau tengah hari pada Dewata dan Dewa Pitara “diceritakan” kembali ke Swarga (Dewa mur mwah maring Swarga).
Demikianlah makna Galungan dan Kuningan ditinjau dari sudut pelaksanaan upacaranya.

MACAM-MACAM GALUNGAN
Meskipun Galungan itu disebut “Rerahinan Gumi” artinya semua umat wajib melaksanakan, ada pula perbedaan. Berdasarkan sumber-sumber kepustakaan lontar dan tradisi yang telah berjalan dari abad ke abad telah dikenal dengan sebutan yaitu Galungan (tanpa ada embel-embel), Galungan Nadi dan Galungan Nara Mangsa. Penjelasannya adalah sebagai berikut:
Galungan adalah hari raya yang wajib dilakukan oleh umat Hindu untuk merayakan kemenangan dharma melawan keterangan adharma. Dalam lontar Sundarigama disebutkan “Buda Kliwon Dungulan ngaran Galungan”. Artinya, Galungan itu dirayakan wuku Dungulan. Jadi Galungan itu, dirayakan setiap 210 hari karena yang dipakai dasar menghitung Galungan adalah Wara dan Wuku. Kala Panca Waranya Kliwon, Sapta Waranya Rabu, dan Wukunya Dungulan, saat bertemunya hari Raya Galungan.
Galungan Nadi, galungan yang pertama dirayakan oleh umat Hindu di Bali berdasarkan lontar Purana Bali Dwipa adalah Galungan yang jatuh pada sasih Kapat (Kartika) tanggal 15 (Purnama) tahun 804 Saka (882 Masehi) atau pada bulan Oktober.
Disebutkan dalam lontar itu, bahwa pulau Bali saat dirayakan Galungan pertama itu bagaikan Indra Loka. Meriahnya perayaan Galungan pada waktu itu. Perbedaannya dengan Galungan biasa adalah dari segi kemeriahannya. Memang merupakan suatu tradisi di kalangan umat Hindu bahwa kalau upacara agama yang jatuh pada bulan purnama maka mereka akan melakukan upacara lebih semarak. Misalnya upacara ngotonin atau upacara hari wuku, kalau bertepatan dengan purnama mereka melakukan dengan upacara yang lebih utama dan lebih meriah dan keyakinan bahwa hari purnama itu adalah hari yang diberkahi oleh Sanghyang Ketu yaitu Dewa kecemerlangan. Karena itu Galungan, yang bertepatan dengan bulan Purnama disebut Nadi ini datangnya amat jarang yaitu kurang lebih setiap 10 tahun sekali.
Galungan Nara Mangsa, jatuh bertepatan dengan tilem sasih Kapitu atau sasih Kesanga. Dalam Lontar Sundarigama yaitu sebagai berikut:
‘Yan Galungan nuju sasih Kapitu, Tilem Galungan, mwang sasih kesanga, rah 9, tenggek 9, Galungan Nara Mangsa”.
Artinya:
Bila wuku Dungulan bertepatan dengan sasih Kapitu, Tilem Galungannya dan bila bertepatan dengan sasih kesembilan Galungan Nara Mangsa namanya. Dalam lontar Sanghyang Aji Swamandala ada menyebutkan hal yang hampir sama.
Nihan bhatara ring Dalem pamalan dina ring wong Bali, poma hywa lali elingakna. Yan tekaning sasih kapitu mwang tilem ring Galungan ika, tan wenang ngegalung wong Baline, Kala Rau ngaranya yang mengkana. Tan mwah yan anemu sasih Kesanga, rah 9, tenggek 9, tunggal kalawan sasih Kapitu, sigug ya mengaba gering ngara Baline pabanten caru ika, nasi cacahan maoran keladi, yan tan anuhut ring Bhatara ring Dalem yadnya manurun denira Balagadabah.
Artinya:
Inilah petunjuk Bhatara di Pura Dalem (tentang) kotornya hari (hari buruk) bagi manusia, semoga tidak lupa, Kapitu bertepatan dengan wuku Dungulan dan Tilem, pada hari Galungan itu, tidak boleh merayakan Galungan. Demikian tidak dibenarkan menghaturkan sesajen yang berisi tumpeng. Dan bila bertepatan dengan sasih Kesanga artinya dengan sasih kapitu. Tidak baik itu, membawa penyakit adanya. Seyogyanya orang mengadakan upacara itu nasi cacahan dicampur ubi keladi. Bila tidak mengikuti petunjuk Bhatara di Pura Dalem (maksudnya bila oleh Balagadabah).
Demikianlah dua sumber pustaka lontar yang berbahasa Jawa Kuna menjelaskan tentang Galungan Nara Sundarigama disebutkan bahwa pada hari Galungan Nara Mangsa disebutkan “Dewa Mauneb bhuta turun” yang (tapi) Bhutakala yang hadir. Ini berarti Galungan Nara Mangsa itu adalah Galungan Raksasa, pemakan daging, pada hari Galungan Nara Mangsa tidak dilangsungkan upacara Galungan sebagaimana mestinya terutama tidak “tumpeng Galungan”. Pada Galungan Nara Mangsa justru umat dianjurkan menghaturkan caru, berupa nasi cacahan.
Demikian pengertian Galungan Nara Mangsa. Pelaksanaan upacara Galungan di Bali biasanya diilustrasikan dengan yang diuraikan panjang lebar dalam lontar Usana Bali sebagai lambang, pertarungan antara adharma melawan dharma dilambangkan sebagai Dewa Indra sedangkan adharma dilambangkan oleh Mayadanawa. Mayadanawa diceritakan percaya pada adanya Tuhan dan tidak percaya pada keutamaan upacara agama.

GALUNGAN DI INDIA
Hari raya Hindu untuk mengingatkan umat atas pertarungan antara adharma melawan dharma dilaksanakan juga. Bahkan kemungkinan besar, perayaan hari raya Galungan di Indonesia mendapat inspirasi atau direkonstruksi Wijaya Dasami di India. Ini bisa dilihat dari kata “Wijaya” (bahasa Sansekerta) yang bersinonim dengan kata “menang”.
Hari raya Wijaya Dasami di India disebut pula “Hari Raya Dasara”. Inti perayaan Wijaya Dasani juga dilakukan Galungan dan Kuningan. Sebelum puncak perayaan, selama sembilan malam umat Hindu di sana melakukan upacara Nawa Ratri (artinya sembilan malam). Upacara Nawa Ratri itu dilakukan dengan upacara persembahyangan di rumah-rumah penduduk. Nawa Ratri lebih menekankan nilai-nilai spiritual sebagai dasar perjuangan. Pada hari kesepuluh barulah Wijaya Dasani atau Dasara. Wijaya Dasani lebih menekan pada rasa kesemarakan untuk masyarakat luas.
Perayaan Wijaya Dasani dirayakan dua kali setahun dengan perhitungan tahun Surya. Perayaan dilakukan pada bulan Waisaka (April). Perayaan Dasara pada bulan Waisaka atau April disebut pula Durgha Nawa Ratri merupakan perayaan untuk kemenangan dharma melawan adharma dengan ilustrasi cerita kemenangan Dewa mengalahkan raksasa Durgha yang bersembunyi di dalam tubuh Mahasura yaitu lembu raksaas yang amat sakti, maka diberi julukan Dewi Durgha. Dewi Durgha di India dilukiskan seorang dewi yang amat cantik diyakini dewi kasih sayang dan amat sakti. Pengertian sakti di India adalah kuat, memiliki kemampuan yang sesungguhnya kesaktian yang paling tinggi nilainya. Berbeda dengan di Bali, kata sakti sering diartikan sebagai kata angker, seram, sangat menakutkan.
Perayaan Durgha Nawa Ratri adalah perjuangan umat untuk meraih kasih sayang Tuhan. Karunia berupa kasih sayang karunia yang paling tinggi nilainya. Untuk melawan adharma pertama-tama capailah karunia Tuhan berupa kasih sayang Tuhanlah merupakan senjata yang paling ampuh melawan adharma.
Sedangkan upacara Wijaya Dasani pada bulan Kartika (Oktober) disebut Rama Nawa Ratri. Pada Rama Nawa Ratri pada Sri Rama sebagai Awatara Wisnu. Selama sembilan malam umat mengadakan kegiatan keagamaan yang bobot spiritual untuk mendapatkan kemenangan rohani dan menguasai, keganasan hawa nafsu. Pada hari kesepuluh umat merayakan Wijaya Dasani atau kemenangan hari kesepuluh. Pada hari ini, kota menjadi ramai. Dimana-mana sebagai lambang kemenangan. Umumnya umat membuat ogoh-ogoh berbentuk Rahwana, Kumbakarna atau Supla dan tinggi itu diarak keliling beramai-ramai. Di lapangan umum sudah disiapkan pementasan dimana sudah ada memperagakan tokoh Rama, Sita, Laksmana dan Anoman.
Puncak dari atraksi perjuangan dharma itu yakni Sri Rama melepaskan anak panah di atas panggung yang telah ada. Panah itu diatur sedemikian rupa sehingga begitu ogoh-ogoh Rahwana kena panah Sri Rama, ogoh-ogoh itu masyarakat penontonpun bersorak-sorai gembira ria. Orang yang memperagakan diri sebagai Sri Rama, Dewi Sita mendapat penghormatan luar biasa dari masyarakat Hindu yang menghadiri atraksi keagamaan itu. Anak-anak panah-panahan untuk kebanggaan mereka mengalahkan adharma.
Kalau kita simak makna hari raya Wijaya Dasani yang digelar dua kali setahun yaitu pada bulan April (Waisaka) (Kartika) adalah dua perayaan yang bermakna untuk mendapatkan kasih sayang Tuhan. Kasih sayang itulah manusia yang maha dahsyat untuk mengalahkan adharma. Sedangkan pada bulan Oktober atau Kartika pemeran Rama. Sri Rama adalah Awatara Wisnu sebagai dewa pengayoman atau pelindung dharma. Jadi dapat disimpulkan dari hari raya Wijaya Dasani adalah mendapatkan kasih sayang dan perlindungan Tuhan. Kasih sayang dan perlindungan kekuatan yang harus dicapai oleh manusia untuk memenangkan dharma. Kemenangan dharma adalah terjadi saat bahagia lahir batin.
Kemenangan lahir batin atau dharma menundukkan adharma adalah suatu kebutuhan hidup sehari-hari. kalau kebahagiaan dapat kita wujudkan setiap saat maka hidup yang seperti itulah hidup yang didambakan oleh setiap orang. Agar maka setiap Budha Kliwon Dungulan, umat diingatkan melalui hari raya Galungan yang berdimensi ritual dan spirit.

Wednesday, February 15, 2012

Learners progress


Understanding the development and growth







Development

 some opinions:

- Ussen Santrock (1992)

The development of an individual pattern of development that begins at the time of conception and continues throughout life and is involution.

- E. B. Hurlock

The development of a series of progressive changes that occur as a result of the maturity and experience, and consists of a series of changes which are qualitatively and quantitatively.

- Drs. H. M. Arifin, M. Ed

Perkembanagn the changes in the shape of the body and integration and can be seen only the symptoms.

- Gut and Rohana Kusumawati Windarsih

The development is a process towards a more mature state is qualitative.

- Werner (1957)

Developments in line with the principle orthogenetis, that development proceeds from the global and less differentiated state to a state of Diman differentiation, articulation, and integration of a gradual increase.

- Nagel (1957)

The development is a sense in which the structures are organized and have certain functions, therefore when there is a change in both organizational structure and in form, will result in changes in function.

- Schneirla (1957)

The development is the progressive changes in the organization of organisms, and organisms are viewed as an adaptive system throughout his life.

- Spiker (1966)

Developments related to two things:

1) Ortogenetik, which is associated with the development since the establishment of a new individual, and so on into adulthood.

2) Phylogenetics, namely the development of human origins until today.

- Libert, Paul, and Strauss (Singgih, 1990:31) €

The development is a process of change in growth at a time as a function of maturity and environment interactions.

- Monks (1984)

The development can be described as an eternal process and keep heading in the direction of an organization at a higher level of integration, based on the growth process, kemetangan and learning.

Some understanding of the above can be concluded

Development of a progressive pattern of change in organisms in both the structure and function (physical atapun psychological) qualitative and quantitative which takes place regularly since the time of conception and lasts until the end of life, based on the growth, maturity, experience, and learning.

Growth

The following terms of growth, according to some experts:
- Werner
Growth is a physiological change as a result of the maturation process of physical functions that normally take place in healthy children at the noemal.

- Drs. H. M. Arifin, M. Ed
Growth is an increase in the size, shape, weight or size dimensif body and its parts.

- The book's development and learning of students.
Growth is the change in physical and quantitative aspects and evolution.

- Gut and Rohana Kusumawati Windarsih

Growth is an increase in size (volume, mass, and height) of the living thing that beresifat quantitative and irreversible.
Some understanding of the above can be concluded that:
Pertumbunhan is a pattern of change in the physical processes that are quantitative in living things.

So understanding pertumbuhantercakup in terms of development, but not vice versa.
Aspects of growth and development of the individual is:

A. Physical growth

a. Growth before birth (the time of conception)
b. Growth after birth
2. Intellect
3. Emotion
4. Social
5. Language
6. Special talent
7. Attitudes, values, and moral

I. Factors that influence the development is

1. Intelligence
2. Temperament
3. Descendants of interaction environment and development

II. Children as a totality

The concept of the child contains the following three terms:

1. Children are the living things (organisms) which is a unity of all of the aspects contained in his

2. In the life of the child's development, all aspects of the child are intertwined with each other.

3.Children differ from adults not only physically, but as a whole.

As a totality of the child is seen as makhl; uk whole life-that is, as an integral part of the overall physical and psychological aspects in him that can not be separated from each other.
The concept of children as totalitasnatau unity implies that there is mutual entanglement or linkages between all aspects of the present in children. All aspects of self-contained in an integrated child intertwined and mutually supporting each other functionally.
Examples are:

1. Children who are sick can heat other memjadi behavior.
2. An angry child can bawling
3. Children who are shy rosy cheeks.
4. Children who are active in active physical activity can also mental activity.

Children tend to be dominated by a mindset that is egisentrik.
Thought the child was still confined to concrete things.
Child as a totality yaitusebagai individual organism is an integrated unity of the whole organ of physical and psychological aspects that are on himself interwoven with each other.

III. As the development process from the aspect of Holistic Biological, Cognitive, Social and Psychosocial.

In accordance with the concept of children as a totality or as individuals, as well as the development is a process that are holistic (overall). That is, development that occurs not only in certain aspects, but involves all of the aspects that are intertwined (interwoven) to one another.

What is meant by developmental psychologists to individuals?

According to Santrock and Yussen (1992)
The development of complex movement patterns because merupaka results (products) from several processes:

a. Biological processes

This process includes individual physical changes.
Reflection of the role of biology in the development process consists of:
1 genes inherited from parents
2 The development of the brain
3 The addition of height and weight
4 motor skills
5 hormonal changes at puberty

b. Cognitive Processes

This process includes the changes that occur in induvidu of thought, intelligence and language.
Reflection of the role of cognitive processes in child development seabgai include the following:
1 Observe the movement of the hanging toys
2 Linking two words into a sentence
3 Memorizing poetry, poems, and prayer
4 Solving math problems

Difference between cognitive development with a change in the sense of learning.

- Cognitive development refers to the important changes in the pattern and thinking skills and language proficiency.

- Learning tends to be limited to the changes as a result of the experiences or events that are relatively specific.

Cognitive developments of children and the learning experience is very closely linked and mutually influence each other.
Children's cognitive development will facilitate children's learning ability, and vice versa.

c. The process of social / psychosocial

This process includes the changes that occur in individual relationships with others, changes in emotions, changes in personality as well as changes in feelings.
Reflection of the role of social processes in perkembangananak are as follows:

1 The development of self and identity crises that accompany the development of Carra and relationships with family members, peers, teachers, and others.

2 baby's smile in response to touch her mother

3 aggressive boys for playmates

4 Awareness of a girl on the environment.

Changes in development is a product of biological processes, cognitive, and social.Processes that occur in human development that took place in the overall life cycle and is called as peroses holistic development of all three aspects.
The development is divided by elapsed time as the phase of the human.
Santrock and Yussen split over five phases, namely:

1. Pre-natal phase (in the womb)

Is located between the time of conception and the birth

2. Baby Phase
Is the current developments taking place from birth to 18 atau24 months, this period is highly dependent on the parents.

3. Early Childhood phase (pre school)

Is a developmental phase that lasted from late infancy until 5 or 6 years.

4. Childhood phase of the middle and end (the primary school age)

Is a developmental phase that lasted from about kiora 6 to 11 years

5. Phase Teens

Developments is that a transition period from childhood to early adulthood, which began about purse ages 10 to 12 years and beakhir about the age of 18 to 22 years.
Entanglement of biological processes produce cognitive and social development phases.

IV. Maturity and experience in Child Development

Maturity (maturation) is a sequence of changes experienced by the individual on a regular basis as determined by genetic design (and Yussen Santrock, 1992:20)
Maturity is seen as an innate (nature), namely as a biological organism inherited inborn.

Experience (experience) are the events experienced by individuals in interacting with the environment.

Experience is seen as an element of the environment (nurture), ie, as received by the individual environmental experiences in life.
The developmental psychologists emphasize the element of maturity or disposition (maturations) claim biological inheritance as the most affecting elements of child development.

The experts who prioritize elements of the experience or environment (nurture) considers the experiences of evironmental as the most important factor in child development.
Wherever a person's life he will:

1. Sit
2. Run
3. Speak.

The maturationists recognize that extreme environmental conditions that can cause disruption to the child's development, but they believe that the basic trends of growth and development of the individual has a genetic pattern.
The environmentalitas stressed the importance of experience in child development. Pass on the basis of individual genetic elements, how it grows and develops depends on:

1. Food
2. Nutrient
3. Medical Care
4. Exercise
5. Education provided by the environment.

The interactionists believe that almost all of the physical and psychological qualities of individuals is the result of innate and environmental influences.
For example:

1. Child's height depends on the genetic design derived from its parents (nature),
2. Child's height is also dependent on nutrition and exercise obtained during the growth process (environment)
3. Cognitive development of children depends on the degree of intelligence possessed (carriage)
4. Development of cognition terrgantung on the quality of the learning experience gained during his life (environment)
5. Children are biologically programmed to learn language (carriage)
6. Children will only learn the language he heard (the environment)

V. Continuity and Discontinuity in Development

 Continuity

The experts who emphasize the continuity in terms of (continuity) in the development it is clear that the development of cumulative changes that take place in stages from the time of conception until death.
The development is the gradual nature of change and the accumulation of perolaku and the same personal qualities that have been obtained previously.
In this process occurs enrichment, addition, and subtraction through individual experience or interaction with the environment.
For example:

1. Child's behavior or obtain additional new skills, and mengkonbinasikan and menggkombanisasi back behavior or skills with existing ones to produce behavioral or abilitas increasingly complex.

2. Children could only utter a syllable, then one word, two words, three words, up to a thousand words.

So this model emphasizes kuantutatif changes, ie the elements that already exist and have essentially simplified the addition of new elements and the ability to produce more complex behaviors.

Discontinuity

The experts stressed in terms of discontinuity (discontinuity) dalamperkembangan assume that the individual development process involves different stages.
Each individual development are considered through a pattern of sequence changes that are qualitatively different, not just quantitatively different.
Individuals considered to take place through the development of behavioral changes abruptly from stu phase to the next (relatively sharp transition events).
The experts who support the discontinuity view is usually assumed that in principle the development is directed by internal biological factors.
As an example of qualitative differences (discontinuities) is a description of the developmental stages of Jean Piaget thought children as follows:

a. Sensory motor stage (0; 0-2; 0)
Intellectual activity at this stage includes symptoms entirely inihampir received directly through the senses.

b. Pre-operational stage (2: 0-7; 0)
At this stage of development is very rapid.

c. Concrete operational stage (7: 0-11; 0)
Ability to think logically appear at this stage. They can think systematically to achieve solutions to problems. At this stage the problems faced are concrete.

d. Formal operational stage (11: 0-15; 0)
This stage is characterized by patterns of thinking adults. They can apply to all categories of thought to the problems of both abstract and concrete. At this stage the child is able to think his thoughts, can form ideas, thinking about the future realistically.
Phase-tahapperkembangan think the child is not merely describe an increase in the ability to think, but more than that there are significant qualitative differences between the following phases,
With regard to the issue kotinuitas and discontinuity, Emde and Harmon (Vasta, Haith & Miller, 1992) explains that the problem involves two components of the debate.

1) Issues involving the explanation of the patterns of development.

- The continuity theorists believe that the development took place in a smooth and stable through the addition or gradual increase in abilitas, skills, and / or new knowledge on a relatively equal steps.

- The experts considered that the development of a discontinuity occurs in periods different speeds, alternating between periods of only a few changes with periods of sharp and rapid changes

2) Pedebatan these developments with respect to linkage.

- The continuity theorists argue that early behaviors together to build and shape subsequent behaviors or at least the early developments that have an attachment with further developments.

- The experts claim that some aspects of discontinuity arose independently of the development of what has come before and can not be predicted from previous behaviors.

Adult Education



Education (education) is not equal to the school (schooling). Schools are part of education or learning activities. Schools are generally geared for children's education (kindergarten, primary school) and youth (Junior - Senior High School) College. Adult education is generally carried out in non-formal education, which can be done in the workplace, the community in the form of thin or coaching.
Adult education can be done independently (self education) are not dependent on the educational institutions that make up the educational program.
2-4 years is the golden era (golden age) the era of rapid changes in intelligence (IQ) of children this age can quickly develop IQ, to 80% in the USA 4 years.
Lifelong Education, learning to do from birth to death.
Definition (Limits Definition)

Adult Education (Adult Education)
A. → Education can be done by learning (Learning), but also often considered to be the same.
All educational activities involving the study but not all learning activities melbatkan education.
Education has always contained elements of activities designed (designed) and deliberate, with the aim of dtetapkan. While learning to walk or do incidentally, are not designed, and in a very short time.
In adult education can be done by self education where educational activities can be learned by self-directed.
On self-education that occurs in adults, objectives, materials, methods, self-directed learning; adults can already be responsible for the education or learning activities.
2. Adults (Adult) there are limits understanding of adults who are often confused.

Adults can be seen in terms of biological, psychological, and social.
Biologically mature refers to the biological development, generally associated with readiness for reproduction. The problem, one is often been considered to be biologically an adult, but not necessarily psychologically mature. Generally associated with adult psychological mental ability to take responsibility for the decision / choice.
Adult Social generally associated with the ability to perform social roles (social) as parents of children in work organization leaders and others.
Understanding

Adult Education is a process whereby people who already have a social role as an adult learning activities in a systematic and sustained in order to make changes in knowledge, attitudes, values, and skills.
Some of the functions / duties performed in the POD (Adult Education)
The tasks to be done in the organization of POD are:

1. Duties as a teacher (facilitator)
2. Task as a developer program (Program Developer)
3. Duties as manager (administration)
4. Duties as a counselor (Conselor)

Purpose of POD

Adult Education generally has an adult target group of diverse, well age, level of education.Social environment, learning and others. Functional literacy education for example (Functional Literacy program) belajrnya adult citizens who enter illiterate and often consist msikin economy. Education was coaching in the industry / perkantiran residents are learning that the workers and the nature of education is generally high enough dn tingat economic conditions quite well.

POD goal thus varied according to the problem, and the target. Generally, there are several objectives:
            1.POD goal for developers of intelligence / intellectual people learn,
            2.POD for the actualization of the goals indvidu participants learn
            3.POD for the purpose of personal and social development of citizens to learn
            4.POD for the purpose of social change (public)
    5.POD for the purpose of human resource development in work organizations    (organizational effectiveness)

POD program

The program is widely defined an activity bekajar (curriculum) that drancang by an agency (institution) which digunaan for students to follow learning activities in accordance with the purpose of education (learning) set.
For example, tailoring special programs for students after completion of the program to enter the workforce in the industry convection or establish their own businesses such as boutiques or suturing.

Institutions or agencies that make up the POD program include:
1. Institute courses
2. Education & Training Centre (training centers, labor; BLK)
3. Learning centers (SKB)
4. BPKB (Learning Activities Development Agency)
5. BPPNFI (Non-Formal Education Development Agency - Informal)
6. Center for Community Learning Activities (PKBM)
7. Higher Education (Educational Extension Program)
 8. Education & Training in the Corporate / Office.