Implementasi model homeschooling dalam meningkatkan motivasi belajar anak: Studi kasus pada asosiasi homeschooling-pendidikan alternatif (Asah-Pena) dan keluarga homeschooler di Kota Malang

INDONESIA:

Homeschooling adalah suatu proses pendidikan yang diselenggarakan oleh keluarga sendiri terhadap anggota keluarganya yang masih usia sekolah, dengan memilih model/kurikulum yang sesuai dengan gaya belajar anak. Sehingga motivasi belajar pun memegang peranan penting dalam memberikan gairah dan semangat belajarnya. Rumusan masalah dalam penelitian ini : 1. Bagaimana implementasi model homeschooling dalam meningkatkan motivasi belajar anak?, 2. Apakah faktor penunjang pada implementasi model homeschooling dalam meningkatkan motivasi belajar anak?, 3. Apakah faktor penghambat pada implementasi model homeschooling dalam meningkatkan motivasi belajar anak?, 4. Bagaimanakah upaya untuk mengatasi hambatan pada implementasi model homeschooling dalam meningkatkan motivasi belajar anak?. Tujuannya adalah untuk: 1. Mengetahui lebih dalam tentang implementasi model homeschooling dalam meningkatkan motivasi belajar anak, 2. Mengetahui lebih dalam tentang faktor penunjang pada implementasi model homeschooling dalam meningkatkan motivasi belajar anak, 3. Mengetahui lebih dalam tentang faktor penghambat pada implementasi model homeschooling dalam meningkatkan motivasi belajar anak, 4. Mengetahui upaya untuk mengatasi hambatan pada implementasi model homeschooling dalam meningkatkan motivasi belajar anak .

Penelitian ini menggunakan metode kualitatif deskriptif, mengambil 3 subjek dalam bentuk studi kasus. Data diperoleh dari Asah-Pena dan dua keluarga homeschooler di Kota Malang. Pengumpulan data dengan metode wawancara, observasi, dan dokumentasi/record. Instrumennya yaitu peneliti sendiri dan pedoman pengumpulan data. Keabsahan data dengan perpanjangan keikutsertaan peneliti, dan ketekunan pengamatan. Analisis data dalam penelitian ini berproses secara induksi-interpretasi-konseptualisasi.

Hasil penelitian mengungkapkan bahwa Asah-pena dan kedua keluarga homeschooler telah mengimplementasikan Model Homeschool Montessori (unit pembelajaran/unit studies), Model Homeschool Charlotte Mason, dan Homeschooling Komunitas tanpa melupakan minat dan kebutuhan anak seusianya, sehingga anak pun dapat termotivasi belajarnya. Adapun faktor penunjang : Fasilitas belajar mengajar yang lebih baik dan ruang gerak sosialisasi anak semakin luas, Adanya kebutuhan yang sama antara orang tua (pengajar) dan anak untuk membuat struktur yang lebih lengkap dalam meyelenggarakan aktivitas pendidikan, Orang tua (pengajar) akan lebih banyak mendapatkan dukungan karena masing-masing dapat mengambil tanggung jawab dalam skala yang lebih besar, Anak bisa belajar dari sumber manapun yang dapat dipelajarinya. Faktor penghambat : Memerlukan kerjasama dan fleksibilitas untuk menyesuaikan jadwal; suasana; dan fasilitasnya, Anak dengan keahlian/berkebutuhan khusus harus bisa menyesuaikan dengan lingkungan dan menerima perbedaan lainnya sebagai proses pembentukan jati diri, Anggapan sepele dari masyarakat. Upaya mengatasi hambatan: Memberikan fasilitas sebagai penunjang belajar anak, Melakukan kreasi baru untuk membangkitkan semangat dan motivasi belajar anak, Memperhatikan faktor internal dan eksternal anak dengan tetap bangkitkan motivasi belajar anak tanpa terganggu dengan status pilihan belajarnya.

ENGLISH:

Homeschooling is an education process governed by a certain family for its own member(s) who is/are still on the age of school students by selecting the model/curriculum which is the most appropriate to the children style of learning. Therefore, learning motivation plays a key role in providing rigorous spirit and willingness of the children to do study. The problems of this study are : 1. How does the implementation of homeschooling model in improving children motivation of learning?, 2. What are the factors that support the implementation of homeschooling model in improving children motivation of learning?, 3. What are the factors that hampering the implementation of homeschooling model in improving children motivation of learning?, 4. What are the effort that solve the obstacles in implementation homeschooling model which improves children's motivation of learning?. The objectives of the research are: 1.Digging more information about the real implementation of home schooling model in order to upgrade the children learning motivation. 2. Digging deeper knowledge about the supporting factor on the implementation of homeschooling model in order to upgrade the children learning motivation. 3. Digging deeper knowledge about the hampering factor on the implementation of homeschooling model in order to upgrade the children learning motivation. 4. Knowing the efforts to solve the problems in the implementation of homeschooling model order to upgrade the children learning motivation.

The research applies descriptive-qualitative method, by taking three subjects in the form of a case study. The elaborated data are obtained from Asah- Pena and two families of home schooler in Malang. The data are collected by interview, observation, and documentation/record method. The instrument is the researcher herself together with the data collection guide. The validity of the data is guaranteed by the elongation of the researcher participation, and the meticulousness observation of the researcher. The data analysis applied in the research processes inductively-interpretively-conceptually.

The result of the research reveals that Asah-Pena and both of the home schooler families have implemented The Montessori Home School model (studies unit), The Mason Charlotte Home School Model, and the Home Schooling Community devoid of the children need and interest overlooking, so children are motivated to learn. The supporting factors: better teaching and learning resources and larger children socialization space, equal needs between the children and their parents (their teachers) to construct the more complete structure in administering teaching and learning activities. The parents (the teachers) will also get higher supports since each of them is able to take wider scope responsibility. Moreover, the children are able to get knowledge from any sources which are tangible to study. The hampering factors: the system needs good cooperation and healthy flexibility to match both sides schedule; situation; and the available facilities, the children with abnormal needs and skills must be able to adjust with the environment and accepting other forms of special treatments as the process of personality forging. Besides there are underestimate treatments from the surrounding society. The attempts to work out the problems: providing proper facilities as the supporting study of the children, creating something new to raise the spirit and the motivation of the children, considering both the external and the internal factors and keep raising the children learning motivation without destructed by the status of his/her learning options.