Teori Belajar

oleh : Akhmad Sudrajat

Jika menelaah literatur psikologi, kita akan menemukan banyak teori belajar yang bersumber dari aliran-aliran psikologi.Di bawah ini akan dikemukakan empat jenis teori belajar, yaitu: (A) teori behaviorisme; (B) teori belajar kognitif menurut Piaget; (C) teori pemrosesan informasi dari Gagne, dan (D) teori belajar gestalt.

A.Teori Behaviorisme

Behaviorisme merupakan salah aliran psikologi yang memandang individu hanya dari sisi fenomena jasmaniah, dan mengabaikan aspek – aspek mental. Dengan kata lain, behaviorisme tidak mengakui adanya kecerdasan, bakat, minat dan perasaan individu dalam suatu belajar. Peristiwa belajar semata-mata melatih refleks-refleks sedemikian rupa sehingga menjadi kebiasaan yang dikuasai individu.

Beberapa hukum belajar yang dihasilkan dari pendekatan behaviorisme ini, diantaranya :

1. Connectionism ( S-R Bond) menurut Thorndike.

Dari eksperimen yang dilakukan Thorndike terhadap kucing menghasilkan hukum-hukumbelajar, diantaranya: /p>

Law of Effect; artinya bahwa jika sebuah respons menghasilkan efek yang memuaskan, maka hubungan Stimulus – Respons akan semakin kuat. Sebaliknya, semakin tidak memuaskan efek yang dicapai respons, maka semakin lemah pula hubungan yang terjadi antara Stimulus- Respons.

• Law of Readiness; artinya bahwa kesiapan mengacu pada asumsi bahwa kepuasan organisme itu berasal dari pemdayagunaan satuan pengantar (conduction unit), dimana unit-unit ini menimbulkan kecenderungan yang mendorong organisme untuk berbuat atau tidak berbuat sesuatu.
• Law of Exercise; artinya bahwa hubungan antara Stimulus dengan Respons akan semakin bertambah erat, jika sering dilatih dan akan semakin berkurang apabila jarang atau tidak dilatih.

2.Classical Conditioning menurut Ivan Pavlov

Dari eksperimen yang dilakukan Pavlov terhadap seekor anjing menghasilkan hukum-hukum belajar, diantaranya :

• Law of Respondent Conditioning yakni hukum pembiasaan yang dituntut. Jika dua macam stimulus dihadirkan secara simultan (yang salah satunya berfungsi sebagai reinforcer), maka refleks dan stimulus lainnya akan meningkat.
• Law of Respondent Extinction yakni hukum pemusnahan yang dituntut. Jika refleks yang sudah diperkuat melalui Respondent conditioning itu didatangkan kembali tanpa menghadirkan reinforcer, maka kekuatannya akan menurun.

3.Operant Conditioning menurut B.F. Skinner

Dari eksperimen yang dilakukan B.F. Skinner terhadap tikus dan selanjutnya terhadap burung merpati menghasilkan hukum-hukum belajar, diantaranya :

• Law of operant conditining yaitu jika timbulnya perilaku diiringi dengan stimulus penguat, maka kekuatan perilaku tersebut akan meningkat.
• Law of operant extinction yaitu jika timbulnya perilaku operant telah diperkuat melalui proses conditioning itu tidak diiringi stimulus penguat, maka kekuatan perilaku tersebut akan menurun bahkan musnah.

Reber (Muhibin Syah, 2003) menyebutkan bahwa yang dimaksud dengan operant adalah sejumlah perilaku yang membawa efek yang sama terhadap lingkungan. Respons dalam operant conditioning terjadi tanpa didahului oleh stimulus, melainkan oleh efek yang ditimbulkan oleh reinforcer. Reinforcer itu sendiri pada dasarnya adalah stimulus yang meningkatkan kemungkinan timbulnya sejumlah respons tertentu, namun tidak sengaja diadakan sebagai pasangan stimulus lainnya seperti dalam classical conditioning.

4.Social Learning menurut Albert Bandura

Teori belajar sosial atau disebut juga teori observational learning adalah sebuah teori belajar yang relatif masih baru dibandingkan dengan teori-teori belajar lainnya. Berbeda dengan penganut Behaviorisme lainnya, Bandura memandang Perilaku individu tidak semata-mata refleks otomatis atas stimulus (S-R Bond), melainkan juga akibat reaksi yang timbul sebagai hasil interaksi antara lingkungan dengan skema kognitif individu itu sendiri. Prinsip dasar belajar menurut teori ini, bahwa yang dipelajari individu terutama dalam belajar sosial dan moral terjadi melalui peniruan (imitation) dan penyajian contoh perilaku (modeling). Teori ini juga masih memandang pentingnya conditioning. Melalui pemberian reward dan punishment, seorang individu akan berfikir dan memutuskan perilaku sosial mana yang perlu dilakukan.

Sebetulnya masih banyak tokoh-tokoh lain yang mengembangkan teori belajar behavioristik ini, seperti : Watson yang menghasilkan prinsip kekerapan dan prinsip kebaruan, Guthrie dengan teorinya yang disebut Contiguity Theory yang menghasilkan Metode Ambang (the treshold method), metode meletihkan (The Fatigue Method) dan Metode rangsangan tak serasi (The Incompatible Response Method), Miller dan Dollard dengan teori pengurangan dorongan.

B.Teori Belajar Kognitif menurut Piaget

Piaget merupakan salah seorang tokoh yang disebut-sebut sebagai pelopor aliran konstruktivisme. Salah satu sumbangan pemikirannya yang banyak digunakan sebagai rujukan untuk memahami perkembangan kognitif individu yaitu teori tentang tahapan perkembangan individu. Menurut Piaget bahwa perkembangan kognitif individu meliputi empat tahap yaitu : (1) sensory motor; (2) pre operational; (3) concrete operational dan (4) formal operational. Pemikiran lain dari Piaget tentang proses rekonstruksi pengetahuan individu yaitu asimilasi dan akomodasi. James Atherton (2005) menyebutkan bahwa asisimilasi adalah “the process by which a person takes material into their mind from the environment, which may mean changing the evidence of their senses to make it fit” dan akomodasi adalah “the difference made to one’s mind or concepts by the process of assimilation”

Dikemukakannya pula, bahwa belajar akan lebih berhasil apabila disesuaikan dengan tahap perkembangan kognitif peserta didik. Peserta didik hendaknya diberi kesempatan untuk melakukan eksperimen dengan obyek fisik, yang ditunjang oleh interaksi dengan teman sebaya dan dibantu oleh pertanyaan tilikan dari guru.Guru hendaknya banyak memberikan rangsangan kepada peserta didik agar mau berinteraksi dengan lingkungan secara aktif, mencari dan menemukan berbagai hal dari lingkungan.

Implikasi teori perkembangan kognitif Piaget dalam pembelajaran adalah :

1. Bahasa dan cara berfikir anak berbeda dengan orang dewasa. Oleh karena itu guru mengajar dengan menggunakan bahasa yang sesuai dengan cara berfikir anak.
2. Anak-anak akan belajar lebih baik apabila dapat menghadapi lingkungan dengan baik. Guru harus membantu anak agar dapat berinteraksi dengan lingkungan sebaik-baiknya.
3. Bahan yang harus dipelajari anak hendaknya dirasakan baru tetapi tidak asing.
4. Berikan peluang agar anak belajar sesuai tahap perkembangannya.
5. Di dalam kelas, anak-anak hendaknya diberi peluang untuk saling berbicara dan diskusi dengan teman-temanya.

C.Teori Pemrosesan Informasi dari Robert Gagne

Asumsi yang mendasari teori ini adalah bahwa pembelajaran merupakan faktor yang sangat penting dalam perkembangan. Perkembangan merupakan hasil kumulatif dari pembelajaran. Menurut Gagne bahwa dalam pembelajaran terjadi proses penerimaan informasi, untuk kemudian diolah sehingga menghasilkan keluaran dalam bentuk hasil belajar. Dalam pemrosesan informasi terjadi adanya interaksi antara kondisi-kondisi internal dan kondisi-kondisi eksternal individu. Kondisi internal yaitu keadaan dalam diri individu yang diperlukan untuk mencapai hasil belajar dan proses kognitif yang terjadi dalam individu. Sedangkan kondisi eksternal adalah rangsangan dari lingkungan yang mempengaruhi individu dalam proses pembelajaran.

Menurut Gagne tahapan proses pembelajaran meliputi delapan fase yaitu, (1) motivasi; (2) pemahaman; (3) pemerolehan; (4) penyimpanan; (5) ingatan kembali; (6) generalisasi; (7) perlakuan dan (8) umpan balik.

D. Teori Belajar Gestalt

Gestalt berasal dari bahasa Jerman yang mempunyai padanan arti sebagai “bentuk atau konfigurasi”. Pokok pandangan Gestalt adalah bahwa obyek atau peristiwa tertentu akan dipandang sebagai sesuatu keseluruhan yang terorganisasikan. Menurut Koffka dan Kohler, ada tujuh prinsip organisasi yang terpenting yaitu :

1. Hubungan bentuk dan latar (figure and gound relationship); yaitu menganggap bahwa setiap bidang pengamatan dapat dibagi dua yaitu figure (bentuk) dan latar belakang. Penampilan suatu obyek seperti ukuran, potongan, warna dan sebagainya membedakan figure dari latar belakang. Bila figure dan latar bersifat samar-samar, maka akan terjadi kekaburan penafsiran antara latar dan figure.
2. Kedekatan (proxmity); bahwa unsur-unsur yang saling berdekatan (baik waktu maupun ruang) dalam bidang pengamatan akan dipandang sebagai satu bentuk tertentu.
3. Kesamaan (similarity); bahwa sesuatu yang memiliki kesamaan cenderung akan dipandang sebagai suatu obyek yang saling memiliki.
4. Arah bersama (common direction); bahwa unsur-unsur bidang pengamatan yang berada dalam arah yang sama cenderung akan dipersepsi sebagi suatu figure atau bentuk tertentu.
5. Kesederhanaan (simplicity); bahwa orang cenderung menata bidang pengamatannya bentuk yang sederhana, penampilan reguler dan cenderung membentuk keseluruhan yang baik berdasarkan susunan simetris dan keteraturan; dan
6. Ketertutupan (closure) bahwa orang cenderung akan mengisi kekosongan suatu pola obyek atau pengamatan yang tidak lengkap.

Terdapat empat asumsi yang mendasari pandangan Gestalt, yaitu:

1. Perilaku “Molar“ hendaknya banyak dipelajari dibandingkan dengan perilaku “Molecular”. Perilaku “Molecular” adalah perilaku dalam bentuk kontraksi otot atau keluarnya kelenjar, sedangkan perilaku “Molar” adalah perilaku dalam keterkaitan dengan lingkungan luar. Berlari, berjalan, mengikuti kuliah, bermain sepakbola adalah beberapa perilaku “Molar”. Perilaku “Molar” lebih mempunyai makna dibanding dengan perilaku “Molecular”.
2. Hal yang penting dalam mempelajari perilaku ialah membedakan antara lingkungan geografis dengan lingkungan behavioral. Lingkungan geografis adalah lingkungan yang sebenarnya ada, sedangkan lingkungan behavioral merujuk pada sesuatu yang nampak. Misalnya, gunung yang nampak dari jauh seolah-olah sesuatu yang indah. (lingkungan behavioral), padahal kenyataannya merupakan suatu lingkungan yang penuh dengan hutan yang lebat (lingkungan geografis).
3. Organisme tidak mereaksi terhadap rangsangan lokal atau unsur atau suatu bagian peristiwa, akan tetapi mereaksi terhadap keseluruhan obyek atau peristiwa. Misalnya, adanya penamaan kumpulan bintang, seperti : sagitarius, virgo, pisces, gemini dan sebagainya adalah contoh dari prinsip ini. Contoh lain, gumpalan awan tampak seperti gunung atau binatang tertentu.
4. Pemberian makna terhadap suatu rangsangan sensoris adalah merupakan suatu proses yang dinamis dan bukan sebagai suatu reaksi yang statis. Proses pengamatan merupakan suatu proses yang dinamis dalam memberikan tafsiran terhadap rangsangan yang diterima.

Aplikasi teori Gestalt dalam proses pembelajaran antara lain :

1. Pengalaman tilikan (insight); bahwa tilikan memegang peranan yang penting dalam perilaku. Dalam proses pembelajaran, hendaknya peserta didik memiliki kemampuan tilikan yaitu kemampuan mengenal keterkaitan unsur-unsur dalam suatu obyek atau peristiwa.
2. Pembelajaran yang bermakna (meaningful learning); kebermaknaan unsur-unsur yang terkait akan menunjang pembentukan tilikan dalam proses pembelajaran. Makin jelas makna hubungan suatu unsur akan makin efektif sesuatu yang dipelajari. Hal ini sangat penting dalam kegiatan pemecahan masalah, khususnya dalam identifikasi masalah dan pengembangan alternatif pemecahannya. Hal-hal yang dipelajari peserta didik hendaknya memiliki makna yang jelas dan logis dengan proses kehidupannya.
3. Perilaku bertujuan (pusposive behavior); bahwa perilaku terarah pada tujuan. Perilaku bukan hanya terjadi akibat hubungan stimulus-respons, tetapi ada keterkaitannya dengan dengan tujuan yang ingin dicapai. Proses pembelajaran akan berjalan efektif jika peserta didik mengenal tujuan yang ingin dicapainya. Oleh karena itu, guru hendaknya menyadari tujuan sebagai arah aktivitas pengajaran dan membantu peserta didik dalam memahami tujuannya.
4. Prinsip ruang hidup (life space); bahwa perilaku individu memiliki keterkaitan dengan lingkungan dimana ia berada. Oleh karena itu, materi yang diajarkan hendaknya memiliki keterkaitan dengan situasi dan kondisi lingkungan kehidupan peserta didik.
5. Transfer dalam Belajar; yaitu pemindahan pola-pola perilaku dalam situasi pembelajaran tertentu ke situasi lain. Menurut pandangan Gestalt, transfer belajar terjadi dengan jalan melepaskan pengertian obyek dari suatu konfigurasi dalam situasi tertentu untuk kemudian menempatkan dalam situasi konfigurasi lain dalam tata-susunan yang tepat. Judd menekankan pentingnya penangkapan prinsip-prinsip pokok yang luas dalam pembelajaran dan kemudian menyusun ketentuan-ketentuan umum (generalisasi). Transfer belajar akan terjadi apabila peserta didik telah menangkap prinsip-prinsip pokok dari suatu persoalan dan menemukan generalisasi untuk kemudian digunakan dalam memecahkan masalah dalam situasi lain. Oleh karena itu, guru hendaknya dapat membantu peserta didik untuk menguasai prinsip-prinsip pokok dari materi yang diajarkannya.

Psychology
Research on children at first focused on specific areas of children's behavior, such as speech, emotion or interest in playing, and activities. The name given to a new branch of psychology that is adalahpsikologi children. Child psychology suggests that focused attention on the psychological phenomenon of preschoolers and school age children.

Then, it is known that explore different areas of children's behavior at various stages of age is not enough. This will not add to our understanding of how the discussion of behavioral characteristics in line with the growth of the child and what is causing the change.

Until then "child psychology" to change and evolve into "child development", this is to emphasize that the center of attention is now focused on patterns of child development at certain developmental aspects.

Different child development child psychology because of four things, namely:

First, child psychology is more focused on the content or the development of a child's development while the process of doing so. For example, although both study the problem of speaking, the more emphasis on child psychology child's vocabulary and what it says yan. While child development emphasis is on how a child learns to speak, and the conditions that cause variations in this pattern.

Second, child development emphasize the role of environment and experiences instead of child psychology. Of course this does not mean that the child psychology ignore the role of environment and experience, but it is much less emphasis than those conducted by developmental psychologists.

Third, the psychology of the child has one main purpose of studying the behavior of children of different fields, while the development of the child has six objectives, namely to find out what are the characteristics of age changes in appearance, behavior, interests, and goals of a developmental period to another period. To find out when these changes occur. To discover in what conditions these changes. To discover how these changes affect children's behavior. To menemkan these changes can be foreseen or not. And the last to find out whether this change in nature of individuals or the same for all children.

Fourth, instead of an emphasis on preschool and school age children, who conducted the initial research of child psychologists, developmental psychologists have expanded the field of study into two directions, from newborns to children age of puberty. Because of reports of medical research has emphasized the influence of the prenatal environment that persisted on a child, child development is now back up to the moment of conception.

This shift in interests and purposes this means that it takes far more research. Psychology of child development is a much wider field than the psychology of children, resulting in the development of a more comprehensive review and assessment of children in this complex.

Eminent Educational Psychology

1. Democritus  In the fifth century BC, Democritus, for example, wrote on the advantages conferred by schooling and the influence of the home on learning (Watson, 1961).  (In the 5th century BC, for example, Democritus wrote about the benefit - the benefits of action by the school and home environment influences on the success of individual learning).
2. Plato & Aristotle A century later, Plato and Aristotle discussed the following topics educational psychology (Adler, 1952; Watson, 196 1): The Kinds of education Appropriate to different Kinds of people; the training of the body and the cultivation of psychomotor skills; the formation of good character; the possibilities and limits of moral education; the effects of music, poetry, and the other arts on the development of the individual; the role of the teacher; the relations the between teacher and student; the means and methods of teaching; the nature of learning; the order of learning; affect and learning; and learning apart from a teacher.
In the 4th century BC, Plato and Aristotle discussing about educational psychology topics: a. The types of education that is appropriate based on differences of learners; b. Physical exercises and the development of psychomotor skills; c. The forms of good character; d. The possibilities and limitations of moral education; e. The effects of music, poetry and other arts to individual development; f. The role of teachers; g. The relation between teachers and students; h. The tools and methods of teaching; i. The types of learning activities; j. Principles of learning; k. Affection and learning; l. Learning regardless of the teacher.
3. JOHAN Amos Comenius (1592-1671, An education expert from Cekho.)  Children should not be regarded as miniature adults;  Learning should be able to attract the attention of children, do dg use props so children can observe, experience, and investigate.
4. Jean Jaques Rousseau (1712-1778, a thinker of France).  "Everything good when it comes from the hand of the Creator, all things deteriorate in the human hand.  intervention parent / adult eye out. Child's development can cause problems if it is not done carefully.  The educators should equip themselves with knowledge about the psyche of learners.
5. J.P. Pestalozzi (1746 - 1872, an educator from Switzerland)  He attempted to improve education in the community with how to prioritize education for children.  He suggested to education for children with mental development of children adjusted.  He suggested that the learning process is based on experience, starting from the easiest upgrade to a more difficult, difficult, and so on.
6. Francis Galton (1909) Galton is known as an all-around great scientist, began the field of statistics, anthropology, ugenik, meteorology, psychometrics, until natural explorers. In 1909, he was awarded a knighthood for productive thought to have intelligence. His most popular is the concept of correlation and regression statistics. Birmingham-born scientist was the first to apply statistical methods to study the differences in human intelligence. He also developed the use of questionnaires and surveys to collect anthropometric study data. It is also known as a pioneer of psychometrics (the science of measuring mental ability) and differential psychology.
7. Granville STANLEY HALL Granville Stanley Hall is a pioneering American psychologist and educator. Adolescent Psychology father was born in Ashfield,. Hall graduated from Williams College in 1867. Inspired by Principles of Physiological Psychology, Wilhelm Wundt's, he received a doctorate in psychology under William James at Harvard University, after which he spent time at the Leipzig laboratory miik Wundt.
  Hall is maturationist. Maturationists believe that behavior is highly influenced by genetics: the behavior of mature or grow, such as trees grow, because it is under genetic control. Philosophy Hall to educate children: Do not worry about the bad behavior of their children will grow it. Consistent with the theory maturationist.

8. WILLIAM JAMES
In the United States there is a form of empirical and experimental philosophy is best described as Pramatism. William James's famous works, published under the title Lectures on Pragmatism (Learn Pramatisma).
9. Alfred Binet (1857 - 1911) Alfred Binet is known as a psychologist and a lawyer (legal expert). The results of the greatest works of Alfred Binet in the field of psychology is what is now known as the Intelligence Quotient or IQ. As a member of the commission investigating the problems of education in France, Alfred Binet developed a test to measure mental age (the mental age or MA) that children will enter school. Mental age refers to the child's mental abilities tested at the time compared to other children at different ages. In other words, if a child can complete a test or to respond appropriately to questions that are intended for children aged 8 (eight) then he is said to have had a mental age of 8 (eight) years.

Paradigm EDUCATION FUTUREINTRODUCTION
Over the last three decades, Indonesia quantitatively education has grown very rapidly. In 1965 the number of primary school (SD) as many as 53,233 by the number of students and teachers of 11,577,943 and 274,545 have increased rapidly to 150,921 primary school pupils and 25,667,578 and 1,158,004 teachers (Center for Informatics, Balitbang MOEC, 1999). So in about 30 years the number of primary schools increased by about 300%. Of course, the development of education is to be grateful. But unfortunately, the development of education was not followed by a commensurate increase in quality of education. As a result, there were many educational inequality in the midst of society, including a very prominent are: a) the imbalance between output quality workforce education and qualifications required, b) the quality of education inequality between rural and urban, between Java and outside Java, between pendudukkaya and the poor. In addition, in education also emerged that two other problems that can not be separated from educational problems mentioned above.
First, education tends to be a means of social stratification. Second, the educational school system only transfer to students what is called the dead knowledge, ie knowledge that is too text-bookish nature so as well already be divorced from the root of the source and application.
Various educational reform efforts have been undertaken to improve the quality of education, but so far have not revealed the results. Why is the policy of education reform in our country can be said always failed to answer problems of society? Indeed the failure of various forms of education reform in our country is not solely lie in the form of their own educational reforms that are erratic, patchy, but a more fundamental determinant of the failure is due to dependence on the explanation of education policy paradigm the role of education in social change that is outdated. This dependence led to expectations that are unrealistic and inappropriate to the efficacy of education.
Role of Education: Myth or Reality?
Development is a continuous process that covers all aspects of society, including social, economic, political and cultural, with the main objective improving the welfare of citizens of the nation as a whole. In the process of development is very strategic role of education.
John C. Bock, in Education and Development: A Conflict Meaning (1992), identifying the role of education as: a) promote the ideology and values ​​of socio-cultural nation, b) preparing the workforce for the fight against poverty, ignorance, and encourage social change, and c) to flatten and revenue opportunities. The first role is the political function of education and the other two roles is a function of economics.
With regard to the role of education in national development paradigm that emerged two to be the center for policy makers in education policy development: Functional Paradigm and paradigm of socialization. Functional paradigm view that underdevelopment and poverty because people do not have enough people who have the knowledge, skills and modern attitudes. According to the experience in Western society, the institution of formal schooling system is the lead agency to develop the knowledge, skills and expertise to train, and instill a modern attitude of the individual are required in the development process. The evidence indicates a close connection between a person's formal education and participation in development. Further developments arise, Human lnvestmen thesis, which states that investment in people is more profitable, have economic rate of return higher than the investment in the physical.
In line with the functional paradigm, a paradigm Socialization see the role of education in development are: a) develop the competencies of individuals, b) higher level of competence is needed to increase productivity, and c) are urnum, improve the ability of citizens and the increasing number of citizens who have the ability will increase the life of society as a whole. Therefore, based on the paradigm of this socialization, education should be expanded on a large scale and comprehensive, if a nation wants progress.
Functional paradigms and socialization paradigm has spawned a major influence in education at least in two respects. First, has given birth to the paradigm of education that is the analyst, on the basis of mechanistic reductionism and mechanistic doctrine. Reductionism see education as items that can be broken down and broken down with each other. Meka FNS see that the pieces or parts that have a functional linear relationship, one determines the other part directly. As a result, education has been reduced in such a way into small pieces with each other to be separated no relationship, such as, curriculum, credits credits, subject, enrichment programs, uniforms, homework and exercises. A scoring system has been developed to suit the pieces are: value, grade, rank, average value, compliance, certificates.
Educational paradigm lnput-Process-Output, has made schools like the production process. Pupils are treated like a raw-input in a factory. Teachers, curriculum, and facilities are treated as an instrumental input. If the raw-input and input instrumental good, it will produce a good process and ultimately better the product that is produced. Weaknesses of the educational paradigm is clear, namely the education system that is treated as mechanical repairs can be partial, which parts that are not considered good. Of course, that assumption is far from reality and wrong. The implication, educational systems and practices are based on a false paradigm of education will likely not correspond to reality. Paradigm for education were never saw education as a process that is intact and the organic nature that are part of the process of community life in totality.
Second, government policy makers to make education as an engine of growth, locomotion and locomotive development. As the engine of development then education must be able to generate invention and innovation, which is the core strength development. In order to successfully carry out its function, then education must be organized in a formal educational institution school system, which is separate and on top of the world, especially the world economy. In fact, education should be a role model and other determinants of world development, in particular, and not otherwise determine the economic development of educational development. In formal educational institutions is many new ideas and will be reviewed, the various theories will dluji, various techniques and methods will be developed, and workers with different kinds of skills will be trained.
In accordance with the role of education as an engine of growth, and the determinant for the development of society, the form most appropriate education system is single track and centrally organized so easily directed to the interests of national development. Through this single-track educational institutions will be able to produce a variety of labor needed by the world of work. To achieve efficient and etektif education, education must be arranged in a structure that is rigid, management (centralized nature, the curriculum is full of knowledge and theories (text bookish).
However, experience so far suggests, the national education system of schooling can not act as a driver and locomotive construction, even Gass (1984) through his writings titled Education Qualifications versus state education has become an obstacle to economic and technological development, with the emergence of inequality: cultural, social, and in particular the vocational gap in the form of an abundance of educated unemployment.
Various educational problem that appears above stem from the weakness of national education systems are very basic schooling, so it may not perfected only through reforms that are patchy (Erratic). The renewal of the national education system is fundamental and comprehensive schooling should start looking for a new explanation for the role of education in development paradigm.
Elucidation of the role of education in development paradigm that is followed by policy-makers today we have weaknesses, both theoretical and methodological. First, it could not be found precisely and exactly how the process of education contributed to the improvement of individual skills. It can easily be said that formal education will develop the skills necessary to enter the system more complex production technology. But, in reality, technological capabilities received from the institutions of formal education does not correspond to existing needs. In addition, changes in technology that quickly, it gave birth to the so-called de-skilled process, namely the industrial world requires a workforce with the expertise of a much simpler with the amount of labor is less.
Second, the functional paradigm and the assumption that socialization as the cause of education and economic growth as a result. Investment in formal education school system will determine the future economic development. But reality shows otherwise. Not that education came first, then you will see economic development, but could be otherwise, demands education expansion occurs as a result of economic and political development. In other words, education schooling system rather than engine of growth, but the car in development. Perkemkembangan education depends on economic development. As evidence, because the results of economic development can not be divided evenly, then the consequences opportunity to get an education not also be the same among different groups of people, as happened today.
Third, the functional paradigm, and socialize also have the assumption that earnings reflect productivity individuals concerned. At the macro wage labor is closely related to productivity. In reality this assumption was never proven. Wages and productivity are not always frequent. The implication is that the conclusions of this study during which always indicates that the economic rate of return and education in our country is very high, much higher than investment in other areas, is inappropriate, so it needs to be reassessed.
Fourth, socialization paradigm only managed to explain that education has a role to develop individual competence, but failed to explain how education can improve the higher level of competence to increase productivity. In real formal education managed to increase individual knowledge and skills necessary to participate in modern economic life. The longer time the higher school of knowledge and capabilities. However, Randal Collins, through his work The Credential Society: An Historicaf Sosiology of Education and Stratification (1979) opposes this thesis. A variety of evidence does not support the thesis of the demands of education to hold a job-job. Workers with higher formal education should not be construed to have higher productivity compared with workers. Who have lower education. Many of the skills and expertise that can actually gained while running a job in the world of formal employment. In other words, where work could serve as an educational institution that is more sophisticated.
New Paradigm: Educational Systemic-Organic
Renewal of national education schooling should be based on the paradigm of the role of education in national development proper, in accordance with the reality of society and culture of the nation itself.
Paradigm the role of education in development is not linear and unidimensional, as described by the paradigm of Functional and Socialization at the top. Rather, the role of education in development is very complex and interactional nature with the forces of development to another. In this kind of constellation, education can no longer be referred to as the engine of growth, because the ability and the success of formal educational institutions are very concerned and many are determined by other forces, especially economic power generally and the working world in particular. This brings the consequence that the institution itself can not predict the number and qualification of manpower needed by the workforce, because a good number of manpower requirements and qualifications needed change very fast as the speed of economic change and society.
Paradigm the role of education in development is complex and interactive, educational paradigm Systemic delivery-Organic by basing on the doctrine of expansionism and teleology. Expansionism is a doctrine which stressed that all objects, events and experiences are parts and parcel of an integrated whole. A part will only have meaning when viewed and is associated with the totality of wholeness, for wholeness is not just a collection of parts. Wholeness interact with one another in an open system, because the answer to a problem appears in a subsequent occasion.
Systemic-Organic educational paradigm emphasizes that the process of formal education school system should have the following characteristics: 1) Education is more emphasis on the learning process (learning) than in teaching (teaching), 2) Education is organized in a flexible structure; 3) education treats students as individuals who have particular characteristics and independent, and, 4) Education is a continuous process and continues to interact with the environment.
Systemic educational paradigm-Organics double tracks are demanding education. That is, education as a process can not be separated from development and dynamics of society. The world of education is always linked with the community education process in general, and the world of work in particular. These linkages mean that the achievement of learners is not only determined by what they do in the school environment, but also educates achievements of participants is determined by what they do in the workplace and in society at large. In other words, education is stressed that double tracks to develop general and specific knowledge through a combination of the structure should be integrated between the workplace, training and formal education school system.
With the double tracks of this education system will be able to produce graduates who have the ability and flexibility to adjust to the demands of development in these rapidly changing.
Variety of problems that arise in the community, especially the imbalances between the quality of education and qualification of manpower needed by the world of work is a reflection of a fundamental weakness in our education. Any attempt to renew the education will be futile unless the root of the philosophical and educational theories. That is, education can not be seen as a world unto itself, but education should be regarded and treated as part of the community. Therefore, the process of education must have relevance and equivalence are fundamental and sustained by processes that take place in the world of work.
This book consists of three chapters. Chapter I discusses education from the perspective of the theory, starting from the discussion of education systems in two countries: Japan and the United States. Although the Japanese education was originally a "loan" from the United States, but the final form used today was different. Comparison of two educational systems represent two poles: Modern Education is represented by the United States education and education that conservatives are represented by the Japanese education system.
The second article, discusses how the quality of education is closely related to the motivation of people working in education. Motivation, of economic glasses will only appear when there is competition. Therefore, education policies should stimulate the emergence of competition in the world of education. Strategic step in realizing the competition is the policy of decentralization of education. Decentralization, allegedly will be closely related to the success of improving the quality of schools. Therefore, decentralization will lead to a boost from his own school to get ahead as a result of the trust they earn.


Of course, decentralization that gives more autonomy for schools is also expected to alter the activity at the class level. That is, the teaching-learning process must also change; new paradigm of teaching to be born, as discussed in section 4. Changes in the level of the class may be a consequence of the changes that occur at school level. Section 5, memmembahas how changes should be developed at school level.
In Chapter 2 discussed how important the role of teacher. The role of teachers can not escape from the characteristics of professional workers. That is, the work of teachers will be done properly if a person has gone through a process of education designed for it. As a professional job, of course, the ability of teachers must be continuously improved. Although supposing tidakpun permanent teachers will be able to carry out tasks to meet minimum standards. In this chapter, among others, discussed efforts to improve teacher quality by basing on the willingness and efforts of teachers themselves. That is, teachers should not be dictated and given various directives and instructions. What is important is the need to set professional standards of teachers' to be used as a reference quality development of teachers and teacher training directed at the figure of the teacher in this era of globalization. The figure of the teacher is important because the teacher is one form of soft rather than hard profession profession such as doctors or engineers. Of course, teacher education and coaching will be different with a doctor or engineer. Because the nature of the work of two different forms of the profession. Chapter 2 concludes with a discussion of the challenges teachers in the era of globalization that we are ahead. Various changes will occur both technological, economic, social, and cultural. Teachers can not be relativized the various changes. Teachers must develop proactive measures to deal with various changes.


Chapter 3 presents a discussion to seek education face Indonesia. Starting from a discussion of a hypothetical statement that the various problems in society such as unemployment, can not be separated from the existence of an education system that does not "fit" with the culture of Indonesia. To find the education that is rooted culture of educational research need to be implemented sharpening. But in seeking an education rooted in the culture of the nation does not mean that education should be exclusive. This contrasts with the reality of globalization. Therefore, the search for cultural education rooted in the nation must also understand that globalization can be studied on the terms of perspective and the perspective of curricular reform. How educational challenges to be faced in the future also discussed in this chapter. The fundamental challenge is how to make education reform that could ultimately affect the level of the class. In line with efforts to find a faceless Indonesia education quality, teacher ability, the willingness of teachers and teachers' welfare must absolutely be improved. This effort, obviously, it's not easy but at the same time challenging. Therefore, future teachers will face different problems with in the present. The figure of the teacher in the future must begin to think about. In principle task is to implement the curriculum in teachers' grade level. Curriculum lungs like education, when both lungs were both also the body. Also discussed about how the curriculum should be developed. Two of the foundation curriculum is what the results of research about the brain and what is needed by the workforce in particular and society in general. Furthermore, inequality issues discussed in classrooms that intangible student achievement. Indeed, inequality of education can not be separated from family socioeconomic inequality. In concrete on grade level should develop policies to reduce these inequalities. Cooperative Learning Model is expected to narrow the gap in student achievement. Student achievement is not only determined by the ability of teachers to teach alone. School culture by various research certainly take an important role. Therefore, in this chapter specifically addressed the issue and how the formation of school culture and the role of principal. And of course, the quality of education can not only mean the achievement of academic achievement alone, it is necessary to discuss about the performance or results of education are intact. The book concludes with a discussion of how education reform should be implemented.
CHAPTER IABOUT EDUCATION DISCOURSE1.1. Comparison of the traditional with the modern educational system
(Assessment of Education Systems in Japan and the United States)


Japan made a new surprise. This time related to the system and achievement in education. Many observers of education and development in the United States to see how the education system in Japan has managed to score a workforce with the spirit, motivation and character that "fit" for development. As a society that fully recognizes the role of education in development, experts in the U.S. began to see the education system in Japan, as well as evaluating the education system in the U.S. own. Japanese team will be established and the U. S. whose task was to evaluate the meeting between Reagan and Nakasone in 1983. On January 4, 1987, simultaneously in both countries announced the Mother City the team work.


Team USA announced a 128 page report by an official at the education office in Washington referred to as a portrait of a sophisticated educational system. In the report, as quoted by Newsweek, January 12, 1987, stated that students in Japan are estimated to have a high IQ, illiteracy is no longer known. In addition, based on tests that have been internationally distandardisir were high school students in Japan have scores in mathematics and science is higher than at the high school students in the U.S. Moreover, this study strengthens the belief that education observers in Japan have played an important and crucial in economic development in the country twenty-five years.


A. Between Memorization and Thinking


Where lies the greatness of the education system in Japan? Experts and observers of education may be disappointed. Apparently the Japanese educational system, when viewed with the glasses western educational theory, could be categorized as a traditional education system. The central government retained control of education, including determining the applicable national curriculum for both public school or private school. Teaching emphasizes rote learning and memory to master a given subject matter. The subject matter is directed so that students can pass the final exam or test into a higher school, did not develop the critical power and independence of students. All pupils are treated equally, there is no specific treatment for the student is left behind.


School emphasizes student self-respect and obedience to teachers and schools. Briefly Japanese educational system can be said to be an educational system that "a rigid, uniform and there is no option for students." On the other hand, as many as 78 pages Japanese team reports, among others, expressed his praise for the flexibility of the U.S. educational system. In addition, also called, and that although students in Japan have higher achievement than the achievement of American children, but it was achieved with no sacrifice lightly. Among others, students in Japan can not "enjoy the" pleasure of the school.


Because from time to time students in Japan was being chased by homework, tests and exams. The results are American students more independent and innovative in thinking, and certainly happier than proteges in Japan. Nevertheless, if strictly proper kuranglah be concluded that the educational system that emphasizes discipline and rote learning and memory as applied in Japan is more intense than in the educational system that emphasizes freedom, independence and individual creativity as applied in the United States.


Behind the Japanese education system is rigid and uniform are in fact there are several points worth noting. First, by enforcing discipline and adherence to school teachers lead students in Japan in real time using a larger school than in school children in the United States. Second, the education system in Japan has managed to involve parents in students' education of their children. Mother, always pay attention in particular, provide oversight and assistance to their children learning. Additionally, Ladies continues on an ongoing basis to make contact with teachers. Third, outside the school develop courses that help students to prepare for exams or explore subjects that are deemed less. Fourth, the status of respected teachers and teacher salaries are relatively high. This resulted in teachers' work has appeal.


On the other hand, education in America is not as portrayed people, where students have ample opportunity to develop their creativity. National study conducted by Goodlad who later published a book entitled "A Place Called School" turns out to show something else. Among others mentioned were only about 5% of the time clock that is used to discuss lessons. Most of the time, about 25% to hear the testimony of teachers, about 17% of time to record another and the remaining time to practice, prepare and test work. So in other words, the education system in America is not fully running as dreamed of experts.


B. Qibla Education


Read reports on both teams, at least give new nuance. Namely that for a nation's education system must be in accordance with the philosophy and culture. Take over a system or idea in education from other nations should be reviewed with the application of existing cultural backgrounds. For example, today's world of education in Indonesia was hit by a passion for mengetrapkan teaching system that emphasizes the "process", with a teaching method called "Inquiry Teaching Method". This method is very powerful tool to enhance students' critical thinking. But in practice this method is difficult to be implemented in the classroom class in Indonesia. Why? Because this method requires a free atmosphere in the classroom and students have the spirit to seek the truth and the courage to express his ideas. And this is not owned by the classes in our country. Hence the idea of ​​applying methods of inquiry should be preceded develop the necessary conditions. For example, by starting to implement at the elementary level class. Or, on the contrary, it is better to establish the implementation of teaching methods which are well known but it really has not been implemented properly. As I have ever encountered at a meeting with secondary school teachers who stated "Should not we try to develop how to teach with the lecture method is effective, rather than using a new method that is still very strange?" It seems that the direction education is not just the United States, we need to be oriented also to Japan in order to construct and develop an education system that fits with the philosophy and culture of Indonesia.
1.2. Concept of Education Decentralization and De-Berlinisasi


Problems now faced by many countries, including Indonesia, is how to improve the quality of education. The quality of education is generally associated with high and low achievement as indicated by the ability of students to achieve scores on tests and the ability of graduates to obtain and carry out the work. The quality of education is considered important because it determines the motion of the pace of development in any country. Therefore, almost all countries around the world face the challenge of implementing educational reforms in an effort to improve the quality of education.


A. Decentralization


To improve the quality of education in the United States, Friedman economist who served as Reagan's economic advisers suggested that public schools be abolished because the source of the low quality of education is basically a public school whose existence itself is dependent upon members of the Government so that the motivation to achieve educational achievement in state schools is low. In place of the public school system, the government developed a system of "vouchers", which the government provides educational assistance to the community by providing vouchers, voucher holders can choose which school you want. Schools, in turn, will exchange the voucher with the money to the government. With this voucher system will be competition among schools. High-quality schools will get a lot of money. And low-quality schools that otherwise would be poor students, poor cash voucher which means poor. Furthermore, because most of the school finance sourced from these vouchers, so schools are not sold will go out of business naturally.

Filme ArtikelHome Arts & Entertainment Television / Movies

    * Columbo: Was hat diese TV-Serie ist so erfolgreich? Mit Jimmy Del Ponte
      Nach der traurigen Verabschiedung Peter Falk am 24. Juni 2011, hat eine ganze Reihe von neu erwachte Interesse für die Columbo Episoden, die im Fernsehen gezeigt worden angezeigt .... erfunden. Der verrückte Los Angeles Lieutenant verfügt über jahrzehntelange Zuschauer unterhalten und ist sich sicher, auch greifen jüngere Fans die lang ersehnte DVD-Veröffentlichung.

    * In der Bunch Von Susan Gavin verloren
      Tun Sie es jetzt oder später zahlen. Tipps zur Organisation von Film-Sammlungen. Ob die Sammlung nur ein paar DVDs oder eine Sammlung von Vidiot Mehrere hundert .... Vermeidung der Verlegenheit verbringen mehr Zeit auf der Suche nach einer DVD als Unterhaltung Zeit mit der Familie, Freundin, Hund oder wem auch immer. Organisieren Sie zuerst.

    * Besondere Themen In The Baby Einstein DVD-Serie von Michael Birbeck
      The Baby Einstein DVD-Serie ist breit. Es wird von Walt Disney Home Entertainment vertrieben. Das Bildungs-Serie eignet sich für Kinder, die .... Bildungseinrichtungen. Diese Produkte wurden entwickelt, um kleinen Kindern Freude beim Einträufeln Wichtige Fähigkeiten und Erfahrungen. Nähere Informationen sind online verfügbar.

    * Watch Being Mysteries Durch Numb3rs Von Michael Birbeck Gelöst
      Einige der süchtig und Geist Kribbeln Das zeigt, im Fernsehen sind heute Rätsel und Verbrechen zu lösen Serie. Man zeigen, dass die Phantasie anregt .... Verständnis und das Mischen mit der gemeinsamen menschlichen Emotionen und familiäre Bindungen, sind Sie mit einer herzerwärmenden und faszinierenden Serie Das kann nicht sein verpasste links.

    * Ghostface Rückkehr nach Sidney Prescott Haunt, findet sie eine Escape? Mit Alfa SLAs
      Lassen Sie uns einen kurzen Blick auf das Chaos, dass sie selbst findet in. Sidney Prescott will ihr Haus auf dem Weg zum fördert ihr neues Buch, Out of Darkness besuchen .... Dynamik Fortsetzungen mehr auf die Adrenalin-Kick Veranstaltungen Lend. So, auf diese Horrorfilm süchtig auf die neue Terror, von Ghostface entfesselt Erfahrung.

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      Eine Vielzahl von TV-Sendungen ist auf unzähligen Netzwerken. Leider nur selten stolpert über ein Juwel von einer Serie, die beide herzerwärmenden Ist .... andere Dinge. Es ist von Anfang an, dass die führenden Damen in Gilmore Girls Seasons 1-7 eine enge Beziehung, die für Nieten Anzeige macht haben offensichtlich.

    * CSI Miami Seasons 1-8 DVD Boxset Für gute Qualität und gute Leistung von Michael Zhu
      Das Fernsehen hat viele feine Verbrechen zeigt, im Laufe der Jahre produziert und viele von ihnen gingen auf sein recht erfolgreich. Solche eine Show ist CSI Miami, die die seit September .... hohe Qualität dieser DVDs, so können sich zurücklehnen und wieder genießen Sie eines der am meisten Krimiserien immer im nationalen Fernsehen gezeigt aussah.

    * Der witzige und Engaging Ally McBeal Von Michael Birbeck
      In 1997 wurde das Fox Network ausgestrahlt ersten Episoden von Ally McBeal. Die Geschichte basiert auf dem verzweifelten Wunsch eines jungen Anwalts, um Liebe, Romantik, finden auf und .... Nach einem stetigen und Unternehmen, die Wendung auf den typischen Drama geliebt. Die letzte Staffel ausgestrahlt im Jahr 2002 und der Fisch-und Cages Kanzlei ihre Tore geschlossen.

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      In den Wochen bis sehr wahrscheinlich das am meisten erwartete Film des Sommers (obwohl die Boy Magician - Harry Potter - wird sicherlich geben sie einen Lauf .... Sind Menschen mit den Decepticons zu versuchen und Kontrolle der Bevölkerung in irgendeiner Weise, nur zu haben (Überraschung!!) nach hinten losgehen? Wir werden in weniger als einer Woche zu sehen.

    * Naruto Clash n Sasuke in Naruto Shippuden 216 von Jons Paker
      Profil Naruto Shippuden hat sich zu einem Ritual für uns alle, denn mit jeder Charge, es ist etwas Neues und Spektakuläres bringt. Nach vielen todesmutigen Auseinandersetzungen .... Beziehung? Es kann Frieden bringen für die ganze Welt, für diese Angelegenheit. Naruto Shippuden Folge 216 online an das endgültige Ergebnis des Treffens zu bezeugen!

    * Überprüfung der Transformers Spiele Von Christina Thomas
      Die PC-Versionen der beliebten Transformers Konsolenspielen haben mit unterschiedlichem Erfolg. Es gab eine ganze Menge Vorfreude für Transformers .... Erfahren Sie alles über die Autobots und Decepticons Das Michael Bays Transformers Film-Franchise erscheinen. All dies und mehr auf Cybertron Transformers!

    * Ein kurzer Blick auf Scrubs Seasons 1-9 DVD Boxset Von Michael Zhu
      Mit den vielen Zwängen des modernen Lebens, versuchen die meisten Menschen für alles, was die Stimmung für eine Weile Lighten können, sobald sie die Arbeitszeiten verlassen schauen .... Internet. Dies wurde durch die technologische Innovationen, die es möglich gemacht haben, um Download-und Upload alle Arten von Dateien über das Internet veranlaßt worden.

    * Die Filmindustrie N K Singh
      Mit dem Fortschritt in Wissenschaft und Technologie, hat die Filmindustrie auf der ganzen Welt, immens gewachsen und trägt wesentlich zur Welt .... und die meisten wieder bekannte Persönlichkeiten der Branche. Die Filmindustrie hat über 2,4 Millionen Amerikaner und ist eine grosse maßgeblich an der US-Wirtschaft.

    * Home Theater: The Next Generation Entertainment Durch Aldie Alia
      Nichts geht über den Komfort von einem Film in Ihrem ganz eigenen Heimkino. Freunde, Verwandte und Haushalt werden alle Herde in diesem unterhaltsamen .... oder auch nur das Studium der täglichen Routine. Sei es die Unterhaltung, die Sie benötigen, oder einfach nur Design Ihres Hauses ist Heimkino der Ansatz zu nehmen.

    * Lassen Sie die Theater auf Ihr Zimmer kommen durch Saima Sony
      Wenn das Fernsehen erfunden wurde, hat sich jemand vorstellen, wie großartig Form würde es in Zukunft haben? Nachdem so viele Gadgets um uns herum, immer noch .... Filme in 3D mit Hilfe eines eingebauten Konverter in sie. Sie müssen nicht in ein 3D-Kino, es zu erfahren bekommen. Lassen Sie das Theater auf Ihr Zimmer kommen.

New Streetfighter Ducati 848, im kommenden November
Azwar Ferdian - Okezone
DIENSTAG, 13. SEPTEMBER, 2011 9.16
 

New Ducati Streetfighter 848 (Motorrad-usa)

BOLOGNA - Ducati 848 Streetfighter erste Formatkreissäge Veranstaltung im Jahr 2008 in Mailand Moto Show. Das innovative Design setzt das Bike als das schönste Motorrad in 2008.

Ducati ging auf die nächste Generation der Streetfighter-Design. Die Ergebnisse präsentieren New Streetfighter 848, die zubereiteten italienischen Sport-Bike-Hersteller ist es, in den Markt eingeführt werden wird.

Anzeige New Streetfighter 848 2012 aufgedeckt worden. Das Tragen eines brillanten 848 Testastretta Motor 11 Grad und behauptet, um eine bessere Fahrwerksgeometrie haben, bei gleichzeitiger Erhöhung der System DTC (Ducati Traction Control).

Ducati 848 EVO Macht, die Spritzen Leistung von 119 PS an den Hinterrädern und Drehmoment von 63 Nm Drehmoment. Design Ducati L-Twin Motor wurde so konzipiert, dass Benutzer-freundlich mit Leistungsentfaltung ist weich und flexibel.

Große Motoren werden im November 2011 gestartet werden. Ducati auch zwei Varianten mit Farben wie Rot-schwarze Farbe vorbereitet, schwarz und gelb heben auch die aggressive Streetfighter.
(ZWR)

One Of The Best Summer 2011 Music Festivals With Camping

For music fans, a big annual decision is to choose which camping concert or music fest to attend over the summer. Most fans know about the huge music festivals of this type like Bonnaroo and Coachella, or even those with less of a music component, like Burning Man. But a four-day event in Cave-in-Rock, Ill. offers a truly unique camping concert experience.

The Gathering of the Juggalos 2011, from August 11 to 14 in Cave in Rock Ill, is more than just a music fest. It's an all-out experience, kind of like Woodstock for the underground subculture of fans who love the Insane Clown Posse and related hardcore rap and rock acts.

But unlike many other music festivals, this camping concert offers many more forms of entertainment, much of it late-night. The music fest also features top wrestlers and comedians, as well as other activities not usually found at music festivals, like carnival rides, mud wrestling, and wet T-shirt contests.

If you're looking for an easy camping concert experience, this music fest offers some of the most affordable and hassle-free camping arrangements. Unlike some music festivals, the Gathering of the Juggalos includes the cost of camping in the admission ticket to this music fest.

If you're bringing a regular tent, there is no need to reserve a site as you do at many music festivals. Unlike other music festivals, you can camp wherever you want. That way all your friends can arrive and set up shop together at this camping concert.

It is first-come, first-served for a spot on the grass at this music fest, but the Gathering is one of the most spacious music festivals, so there's always plenty of room.

However, if you want your camping concert experience at this music fest to be slightly swankier, you can reserve a spot in the "Big Balla" area. This way you can even bring an RV to the music fest, and enjoy a hookup and running water.

If you really want to rough it at this camping concert, you're even allowed to sleep in your car (with the windows open!). Very few other music festivals provide so many options friendly to fans' wallets. So if you're on a budget or just want a new adventure, the Gathering of the Juggalos just may be the ultimate summer camping concert experience you seek.

By: Arielle C.