THE ROLE OF EDUCATIONAL ANTHROPOLOGY IN CURRICULUM DEVELOPMENT FOR QUALIFIED EDUCATION

Education is a conscious and well-planned effort to create an independent learning environment and mutual self-learning can develop the potential of oneself who has spiritual, emotional, self-hating, personality, intelligence, noble moral power, serving the skills needed of himself and society.

Anthropology education is a scientific study of human beings and many different cultures. Educational anthropology is a way of examining the educational system from the point of view of cultural anthropologists.

Strategy for Improving Quality Education

The mission of teachers in implementing education changes from creating graduates only to the industrial world to graduates who are ready to face work that prioritizes high-level thinking skills. This means that teachers are required to be able to prepare all students to have the ability to think that includes the ability to find problems, find, integrate, and synthesize information, create new solutions, and create students' skills in self-study and work in groups.

During this time the learners in learning are always fed and required to memorize the lesson without being given the opportunity to develop the ability in him. The deterioration of our nation's education today can still be improved by various ways that there must be positive support from various parties. Whether it's from the smallest to the bigger, such as the family, the environment to support from the government. Some examples of improving the quality of education include:

a. Establishing Synergy Learning (integrated-curriculum)

The process of cultivating moral values or character in primary school to high school will be effective if there is a correlation (connectivity), connectivity (mutual greeting) and the synergistic relationship between religious education with other subjects. This means that moral or moral values should not be framed in the lessons of Religious Education or PPKn, but may also be integrated into other subjects such as Indonesian, arts, sports and others with more emphasis, scope and content deep.

b. Prevent To Negative Impacts

Private TV is expected to provide enlightenment of culture as well as intelligence through the presentation of information conveyed in a sharp, objective, and accurate. But it can not be denied that the presence of several new private TVs has sharpened the level of competition for television business in Indonesia. Consequently, the existing private TV crew, whether old or new players have to rack my brain to choose the right strategy to attract viewers. Logically, if they succeed in winning the audience's sympathy widely then a number of ads will enter.

because Of our concern, it turns out some private TV has a strategy that is not appropriate to attract the audience, such as through exploitation at least appear in three things.

1. In the selection of titles soap opera teenagers, often seem too vulgar, challenging contains elements of pornography.

2. The selection of actresses is mostly young children and teenagers.

3. The type of role that did not take root in the culture of the society and sometimes even less in accordance with the level of psychological maturity and age cast.

Curriculum in Current Culture

The school culture has certain cultural forms and one of them is the teacher's cultural form which illustrates the characteristic patterns of teacher relationships in schools.

Hargreaves (1992) has identified five forms of teacher culture:

1. Individualism. Culture in this form is characterized by the majority of teachers working independently (solitary), they become isolated in their classrooms, and there is little collaboration, so the opportunity of professional development through discussion or sharing with others becomes very limited.
2. Balkanization. This second form of culture is characterized by the existence of separate sub-groups that tend to compete with each other and are more concerned with the group than the importance of the school as a whole. For example, the presence of a group of senior teachers and junior teachers or groups of teachers based on subjects. In this culture, communication is rare and lack of continuity in monitoring the development of student behaviour, and even tend to ignore it
3. Contrived Collegiality. This third form of culture has already occurred management-determined collaborations, such as determining joint planning procedures, consultation and decision-making, as well as views on expected results. This form of culture is very useful for the early days in building teachers' collaborative relationships. However, the crocodile has not been able to guarantee the achievement of results, because to build a collaborative culture cannot be through coercion.
4. Collaboration. In this culture, teachers can choose freely and mutually supportive with mutual trust and openness. In a collaborative culture, here is intermixing between personal life and professional duties, mutual respect, and tolerance for differences. Moving Mosaic. In this model, the school has shown the characteristics as what was delivered by Senge (1990) about "learning organization". [1]

Teachers are very flexible and adaptive, all teachers take on roles, work collaboratively and reflectively, and have a commitment to make continuous improvement.

Curriculum for a Changing Culture

The curriculum can not change too much because too radical changes will weaken the relationship between different age groups educated by different subjects. Now one of the main forces driving cultural change and further encouraging curriculum change is science and its use in technology. Schools now have to educate their students so that they can adapt to unpredictable future events that will surely happen in their lifetime. As Margaret Mead says, "No one will live all his life in the world as he was born, and no one will die in the world as he did when he was an adult."

a. Curriculum According to the Progressive

Progressive educators maintain that to tailor education to the general and specific to today's culture. From general education, students should get the intellectual training and basic knowledge they need to understand the present situation and future changes. From the general curriculum, the student must acquire a hierarchy of values, not absolute but rather open to revisions; on the basis of this hierarchy, the student will be able to decide whether to accept either, approve or reject certain changes. For example, he must form his own standards of his own general and personal morality. If both types of curriculum are related to today's culture, but from a different point of view, students will learn how to assess different cultural situations at the same time so that they learn techniques on how to make decisions.

The progressive group's proposal is to use a more general elementary school approach to the advanced level through the use of a core curriculum in public education. The curriculum should be focused on human relations in three cultural areas:

1. family, sex, and people's relationship.
2. Classes, castes, and status groups,
3. Regional areas, nations and systems and the whole culture.

If a program needs to be more integrated than a traditional academic curriculum, the program should incorporate diverse elements in the form of a broad configuration of the culture.

b. Curriculum According to the Conservatives

Conservative educators are retained in times of rapid change of education should act as a stabilizing force. According to conservatives, who exist in our environment cannot be a reason to keep children away. The faster the rate of change, the more children need the amount of knowledge and principles that radically do not have to change, the burden of any he added or filtered.

curriculum concepts can be reviewed in four dimensions:

1. The curriculum as an idea; generated through theories and research, especially in the field of curriculum and education.
2. The curriculum as a written plan, as the embodiment of the curriculum as an idea; which includes the purpose, materials, activities, tools, and time.
3. Curriculum as an activity, which is the implementation of the curriculum as a written plan; in the form of learning practices.
4. Curriculum as a result that is a consequence of the curriculum as an activity, in the form of achievement of the objectives of the curriculum is the achievement of a change in the behaviour or certain abilities of the learners. [2]

Aligning children with change by using a focus on contemporary problems has weaknesses, among others, is selective, benefits the curriculum on cultural circumstances and not the principles for determining what is valuable to learn from culture. Finally by making the school "a forum for discussion of contemporary issues," the school will open itself to the pressures of competing interest groups.

The actual function of the school is to help young people temporarily stand apart from a complex of problems as they analyze it and devise strategies to deal with its various elements. They divide the existing problem of life into isolated problems that can be solved by appropriate specific methods. Conservative followers believe that education must go through different stages.

The Effect of Anthropology of Education on Quality Education

Quality and relevance of education is indeed the biggest problem of Indonesian education. The length of time does not necessarily make a person understand what he has learned.

Humans are creatures that are very creative in all things and have the thoughts and behaviour that always done in order to achieve the desired goal. Therefore, human anthropology or good human habits will greatly give a positive influence on improving the quality of education in Indonesia in particular.

Conclusion

The true purpose of education is not only to fill the spaces of children's imagination and intellect, to sharpen their social sensitivities, or to introduce them to aspects of emotional intelligence, but rather to prepare them to know God and others for greater achievement for eternity.

Success or failure of curriculum implementation is very dependent on the teacher because in the hands of the teacher the minimum competency that has been determined must be translated into the form of syllabus and teaching materials. Curriculum conducted in schools affects the intelligence of their students, so if the curriculum in an educational institution is in accordance with the student's circumstances, the surrounding environment and all related aspects, then the minimum of his students will become more critical in dealing with a problem and education in the school will also be more quality.

The role of anthropology in developing curriculum to produce quality education such as in the family of children is taught or explained when it is to go should shake hands or permit it first with parents, here the role of anthropology has been seen by providing an explanation of positive habits to the child. Schooled in a religious lesson a teacher teaches

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Reference

EndNote

1. Teacher competence and Leader role source
2. The curriculum as a means of achieving goals source

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