Dipandang dari sisi positif dan negatifnya, Homeschooling memiliki beberapa pertimbangan penting. Dilihat dari sisi positifnya yang pertama homeschooling mengakomodasi potensi kecerdasan anak secara maksimal karena setiap anak memiliki keberagaman dan kekhasan minat, bakat, dan ketrampilan yang berbeda-beda. Potensi ini akan bisa dikembangkan secara maksimal bila keluarga memfasilitasi suasana belajar yang mendukung di rumahnya sehingga anak didik benar-benar merasa at home dalam proses pembelajarannya. Hal ini sesuai dengan prinsip dasar pendidikan yang bersifat informal dan sangat dipengaruhi faktor emosional. Dengan metode homeschooling ini anak didik tidak lagi dibatas oleh empat tembok kelas yang sesak dan mereka bisa memilih tema pembelajaran yang diinginkan mereka.

Yang kedua, metode ini mampu menghindari pengaruh lingkungan negati yang mungkin akan di hadapi oleh anak di sekolah umum. Pergaulan bebas, tawuran, rokok dan obat-obat terlarang menjadi momok yang terus menghantui para orangtua, sementara mereka tak dapat mengawasi putra-putrinya sepanjang waktu.

Dilihat dari sisi negatifnya, yang pertama, dikhawatirkan siswa yang mengikuti metode pendidikan ini akan teralienasi dari lingkungan sosialnya sehingga potensi kecerdasan sosialnya tidak muncul. Kekhawatiran ini disanggah oleh Dhanang Sasongko Sekjen Asah Pena (Asosiasi Sekolah-Rumah dan Pendidikan Alternatif) yang mengatakan bahwa adanya sekolah-rumah bukan berarti steril dari masyakat. Untuk mengatasi problem ini sering diadakan kegitan di luar seperti ke pasar dan panti-panti. Metode Sekolah-Rumah bukan berarti belajarnya di rumah terus tetapi bisa juga di luar rumah yang penting dalam pembelajan anak didik merasa at home atau krasan dan senang dengan tema pembelajaran yang diikutinya. Sehingga pembelajaran bisa berjalan alami dan mandiri.

Yang kedua, Persoalan legalitas. Segudang pertanyaan muncul tentang bagaimana sikap dan pengakuan pemerintah tentang sekolah-rumah ini? Secara prinsip tidak ada masalah. Karena, sebagaimana tercantum dalam Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional, dalam pasal 27 ayat (1) dikatakan: ”Kegiatan pendidikan informal yang dilakukan oleh keluarga dan lingkungan berbentuk kegiatan belajar secara mandiri.” Lalu pada ayat (2) dikatakan bahwa: ”Hasil pendidikan sebagaimana dimaksud dlam ayat (1) diakui sama dengan pendidikan formal dan nonformal setelah perserta didik lulus ujian sesuai dengan standar nasional pendidikan.” Jadi secara hukum kegitan persekolahan di rumah di lindungi oleh undang-undang.

Direktur Pendidikan Kesetaraan Depdiknas Ella Yulaelawati Rumindasari menegaskan, UU SisDikNas mengakui sekolah-rumah sebagai bagian dari akses pendidikan. Depdiknas mendefinisikan sekolah-rumah sebagai proses layanan pendidikan yang secara sadar,teratur, dan terarah dilakukan oleh orangtua/keluarga di rumah atau tempat lain dimana proses belajar dapat berlangsung kondusif. Meskipun model persekolahan di rumah ini dijalankan secara informal orang tua yang menyelenggarakan homeschooling ini diwajibkan melaporkan kepada dinas pendidikan kabupaten atau kota setempat. Anak didik yang mengikuti homeschooling ini juga dapat mengikuti ujian kesetaraan paket A (setara dengan SD), paket B(setara dengan SMP) dan paket C (setara dengan SMU).

Maraknya model pendidikan alternatif diantaranya homeschooling ini perlu ditimbang sebagai partisipasi masyarakat dalam perluasan akses pendidikan dan perbaikan metode pembelajaran formal-konvensional yang cenderung bersifat kaku dan membosankan. Rasanya tidak perlu dipertentangkan mana yang lebih baik pendidikan formal atau informal.

Sementara ini ini sayangnya pemerintah hanya mendukung sebatas legalitas formal melalui UU SisDikNas yang menggolongkannya sebagai bagian dari pendidikan informal (keluarga). Perlu adanya dukungan yang lebih luas dan mendalam agar tujuan pendidikan yang mulia dan ideal yaitu membentuk anak-anak didik menjadi insan yang bertaqwa, mempunyai akhlak yang mulia segera bisa diwujudkan di negeri kita yang tercinta ini.

Penuh antusias, gemuk dan ceroboh, Po (Jack Balck)adalah penggemar berat bela diri Kung Fu…meskipun ia bukanlah mahkluk yang cekatan. Mimpi Po menjadi kenyataan saat ia bergabung di dunia Kung Fu dan berlatih diantara idolanya, Si Monyet (Jackie Chan) – dibawah kepemimpinan guru mereka, Master Shifu (Dustin Hoffman). Namun si macan tutul Tai Lung (Ian McShane) yang pendendam dan licik memiliki niat jahat terhadap mereka – dan semua tergantung pada Po untuk melindungi semua dari ancaman yang akan mereka hadapi

Dapatkah Po mewujudkan mimpinya menjadi seorang ahli Kung Fu? Po memberikan seluruh hatinya – dan pengait celananya - , bertindak layaknya pahlawan untuk menemukan kelemahan utamanya dan menjadi yang terkuat???

Assalammualaikum wr.wb.

Kemaren di Jakarta saya jumpa teman lama dan dia bilang dia punya blog yang mengumpulkan semua artikel yang telah dia copas pastaz abieez di blognya. Beliau eh dia sebut nama blognya http://attablighi.blogspot.com/ trus saya cari pake Google Blog Search. Ngga ketemu. eh,malah ketemunya masya Allah berjibun blog yang menjelek-jelekkan tablighi jamaat alias jamaah tabligh. contone kaya kiyek: syubhat Jamaah tabligh, Jangan berkumpul dengan jamaah tabligh, Jamaah tabligh: sesatkah?, Membongkar kedok jamaah tabligh dan masih banyaknya yang lain.

Setelah itu tak coba cari2 blog teman saya itu dan ketemulah yang kucari dan jumpa http://attablighi.blogspot.com/. selain itu masih banyak juga yang memuji usaha tabligh sebagai usaha yang haqq dan solusi dalam menghadapi keadaan ummat yang menyedihkan ini baca yang ini ya: Fenomena jamaah tabligh atawa yang ini Sekilas tentang jamaah tabligh dan laen2 cari sendiri di blog search ya..

Saya terus terang dan terang terus: sangat geli tapi juga sudah bosan membaca artikel di blog ato milis dari ikhwan kirom kita darijamaah salafy. apa ngga bosen ya menghujat jamaah lain dengan sebutan bid’ah dan khurofat yang mereka tulis di majalah dan buku2 mereka. masyaAllah. alhamdulillah. subhanallah . allohu akbar betapa mulia usaha jamaah tabligh setidaknya punya dua fado’il pada kasus ini:

(1) usaha tabligh dijelek-jelekkan saja bisa menjadi asbab rizqi bagi saudaranya yang lain. dengan penjualan buku dan majalah yang menghina dan menghujat tablighi jamaah para penulis ,penerbit,dan pengedarnya bisa mendapatkan rizqi dari Allah SWT. menghina amal mulia yang menyelamatkan ummat dari kemusrykan dan kebodohan bisa dapat rizqi,gimana kalo memuji amal tabligh? bisa beli pulau dan kapal pesiar ya?
orang tabligh korban harta, jual apa yang dimilikinya untuk menyelamatkan ummat sedang saudara kita menghujat bisa dapet rizqi banyak? betapa naifnya…kronisnya dan ironisnya…

(2) justru mempopulerkan jamaah tabligh. semakin dihujat, semakin banyak artikel yang ditulis di buku, website,blog, miling list ato siaran radio salafy smakin populerlah usaha dakwah. maaf2 sebagaimana usaha dakwah yang ditentang dihujat para penentangnya di zaman itu oleh para penentang (siapa ya???) justru membantu orang agar mau berfikir sebenarnya apa seh amal yang diusahakan oleh beliau Nabi SAW. untuk itu hujatlah sebanyak2nya maka usaha yang established ini tidak akan goyah dan makin berkembang ke seluruh alam ke seluruh manusia sampai akhir zaman.

saya kira tak berguna saya ungkap dalil disini bahkan dalail sekalipun karena pada hakekatnya kita berhadapan dengan orang yang cari menang dalam perdebatan bukan cari kebenaran. saya sudah mulai paham akan hakekat ini sejak saya berdiskusi via internet sejak tahun 2003 dan sejak para ulama mengajarkan akan ilmu-ilmu dasar usaha tabligh kepada kami.

Sumberipun niki:Imanyakin.wordpress.com

Besides being a five syllable word suitable for tongue twisters, it is also an amazing new Flickr Feature.

There are lots of elements that make something ‘interesting’ (or not) on Flickr. Where the clickthroughs are coming from; who comments on it and when; who marks it as a favorite; its tags and many more things which are constantly changing. Interestingness changes over time, as more and more fantastic content and stories are added to Flickr.
http://flickr.com/explore/interesting/

Klik ajah yang dibawah ini untuk diskusi hot tentang homeschooling:
Kliiiiiiiiik…Kliiiiikkkkk…!!!!

Andai punya anak laki-laki lucu seperti ini…

bagaimana perasaan anda?

GPRS (General Packet Radio Services) adalah layanan komunikasi data lewat telepon tanpa kawat (ponsel) yang berbasis paket. Sistem GPRS ini dipakai untuk transfer data (dalam bentuk paket data) yang berkaitan dengan e-mail, data gambar (MMS), dan penelusuran (browsing) Internet. Layanan GPRS dipasang pada jenis ponsel tipe GSM dan IS-136, dan menjanjikan kecepatan mulai dari 56 kbps sampai 114 kbps, sehingga memungkinkan akses internet, pengiriman data multimedia ke komputer, notebook dan handheld computer.Karena GPRS dibuat berdasarkan komunikasi GSM (Global System for Mobile communication), maka secara teori akan lebih murah daripada sambungan telepon seluler jenis lainnya, sehingga kanal yang dipakai dapat dibagi beramai-ramai oleh sejumlah pengguna

Internet Murah via GPRS

Linux dapat digunakan untuk mengakses Internet dengan modem berupa ponsel. Berikut ini petunjuk praktis koneksi via GPRS melalui salah satu operator GSM. Saat ini, biayanya hanya Rp25.000 per bulan dengan waktu tak terbatas.Internet telah menjadi tulang punggung penyebaran informasi yang sangat cepat. Proses pencerdasan kehidupan bangsa salah satunya dapat dilakukan melalui media ini. Berbagai macam pengetahuan tersedia hanya dengan melakukan aktivitas browsing pada berbagai situs yang menyediakan informasi ilmu pengetahuan yang bermanfaat. Terlepas dari ekses negatif yang ditimbulkan, Internet diyakini mampu menjembatani kesenjangan ilmu pengetahuan dari negara-negara maju dengan negara-negara berkembang.Kendala yang dihadapi pemakai Internet di Indonesia adalah masalah koneksi dan biaya koneksi. Koneksi yang kurang reliabel dan biaya yang mahal adalah suatu masalah yang sulit dipecahkan, ibaratnya bagaikan pisau bermata dua atau yang lebih sadis lagi bagaikan buah simalakama. Jika kita menginginkan koneksi yang lebih reliabel imbasnya pada biaya yang mahal begitu juga sebaliknya jika kita menginginkan koneksi yang murah,koneksi Internet kita kurang reliabel.

LODI, Calif. — Like dozens of other Pakistani-American girls here, Hajra Bibi stopped attending the local public school when she reached puberty, and began studying at home.

Her family wanted her to clean and cook for her male relatives, and had also worried that other American children would mock both her Muslim religion and her traditional clothes.

“Some men don’t like it when you wear American clothes — they don’t think it is a good thing for girls,” said Miss Bibi, 17, now studying at the 12th-grade level in this agricultural center some 70 miles east of San Francisco. “You have to be respectable.”

Across the United States, Muslims who find that a public school education clashes with their religious or cultural traditions have turned to home schooling. That choice is intended partly as a way to build a solid Muslim identity away from the prejudices that their children, boys and girls alike, can face in schoolyards. But in some cases, as in Ms. Bibi’s, the intent is also to isolate their adolescent and teenage daughters from the corrupting influences that they see in much of American life.

About 40 percent of the Pakistani and other South Asian girls of high school age who are enrolled in the district here are home-schooled, though broader statistics on the number of Muslim children being home-schooled, and how well they do academically, are elusive. Even estimates on the number of all American children being taught at home swing broadly, from one million to two million.

No matter what the faith, parents who make the choice are often inspired by a belief that public schools are havens for social ills like drugs and that they can do better with their children at home.

“I don’t want the behavior,” said Aya Ismael, a Muslim mother home-schooling four children near San Jose. “Little girls are walking around dressing like hoochies, cursing and swearing and showing disrespect toward their elders. In Islam we believe in respect and dignity and honor.”

Still, the subject of home schooling is a contentious one in various Muslim communities, with opponents arguing that Muslim children are better off staying in the system and, if need be, fighting for their rights.

Robina Asghar, a Muslim who does social work in Stockton, Calif., says the fact that her son was repeatedly branded a “terrorist” in school hallways sharpened his interest in civil rights and inspired a dream to become a lawyer. He now attends a Catholic high school.

“My son had a hard time in school, but every time something happened it was a learning moment for him,” Mrs. Asghar said. “He learned how to cope. A lot of people were discriminated against in this country, but the only thing that brings change is education.”

Many parents, however, would rather their children learn in a less difficult environment, and opt to keep them home.

Hina Khan-Mukhtar decided to tutor her three sons at home and to send them to a small Muslim school cooperative established by some 15 Bay Area families for subjects like Arabic, science and carpentry. She made up her mind after visiting her oldest son’s prospective public school kindergarten, where each pupil had assembled a scrapbook titled “Why I Like Pigs.” Mrs. Khan-Mukhtar read with dismay what the children had written about the delicious taste of pork, barred by Islam. “I remembered at that age how important it was to fit in,” she said.

Many Muslim parents contacted for this article were reluctant to talk, saying Muslim home-schoolers were often portrayed as religious extremists. That view is partly fueled by the fact that Adam Gadahn, an American-born spokesman for Al Qaeda, was home-schooled in rural California.

“There is a tendency to make home-schoolers look like antisocial fanatics who don’t want their kids in the system,” said Nabila Hanson, who argues that most home-schoolers, like herself, make an extra effort to find their children opportunities for sports, music or field trips with other people.

Lodi’s Muslims also attracted unwanted national attention when one local man, Hamid Hayat, was sentenced last year to 24 years in prison on a terrorism conviction that his relatives say was largely due to a fabricated confession. (Had he been more Americanized, they say, he would have known to ask for a lawyer as soon as the F.B.I. appeared.)

Parents who home-school tend to be converts, Mrs. Khan-Mukhtar said. Immigrant parents she has encountered generally oppose the idea, seeing educational opportunities in America as a main reason for coming.
Sumberipun niki: The NewYork Times

John Holt

Main article: John Holt (educator)

In 1964, John Caldwell Holt, a former World War II submariner with no professional training in education, published a book entitled How Children Fail which criticized traditional schools. The book was based on a theory he had developed as a teacher and an observer of children and education; that the academic failure of schoolchildren was caused by pressure placed on children in schools. The book became controversial^{[citation needed]}, and Holt began making appearances on major TV talk shows and writing book reviews for Life magazine. He also appeared as a guest on the To Tell The Truth TV game show.^[4] In his follow-up work, How Children Learn, 1967, he tried to demonstrate the learning process of children and why he believed school short circuits this process.

In these books, Holt had not suggested any alternative to institutional schooling; he had hoped to initiate a profound rethinking of education to make schools friendlier toward children. As the years passed he became convinced that the way schools were was what society wanted, and that a serious re-examination was not going to happen in his lifetime.

Leaving teaching to publicize his ideas about education full time, he encountered books by other authors questioning the premises and efficacy of compulsory schooling, like Deschooling Society by Ivan Illich, 1970, and No More Public School by Harold Bennet, 1972. Then, in 1976, he published Instead of Education; Ways to Help People Do Things Better. In its conclusion he called for a “Children’s Underground Railroad” to help children escape compulsory schooling.^[4] In response, Holt was contacted by families from around the U.S. to tell him that they were educating their children at home. In 1977, after corresponding with a number of these families, Holt began producing a magazine dedicated to home education: Growing Without Schooling.^[5]

Holt later wrote a book about homeschooling, Teach Your Own, in 1981, and continued to hope for more expansive reform within education until his death in 1985.

Holt’s said: “… the human animal is a learning animal; we like to learn; we are good at it; we don’t need to be shown how or made to do it. What kills the processes are the people interfering with it or trying to regulate it or control it.”^[6]. Holt later said, in 1980, “I want to make it clear that I don’t see homeschooling as some kind of answer to badness of schools. I think that the home is the proper base for the exploration of the world which we call learning or education. Home would be the best base no matter how good the schools were.”^[6]

[edit] Raymond and Dorothy Moore

In the late 1960s and early 1970s, educational professionals Raymond and Dorothy Moore began to research the academic validity of the rapidly growing Early Childhood Education movement. This research included independent studies by other researchers and a review of over 8,000 studies bearing on Early Childhood Education and the physical and mental development of children.

They asserted that formal schooling before ages 8—12 not only lacked the anticipated effectiveness, but was actually harmful to children. The Moores began to publish their view that formal schooling was damaging young children academically, socially, mentally, and even physiologically. They presented evidence that childhood problems such as juvenile delinquency, nearsightedness increased enrollment of students in special education classes, and behavioral problems were the result of increasingly earlier enrollment of students.^[7] The Moores cited studies demonstrating that orphans who were given surrogate mothers were measurably more intelligent, with superior long term effects – even though the mothers were mentally retarded teenagers – and that illiterate tribal mothers in Africa produced children who were socially and emotionally more advanced than typical western children, by western standards of measurement.^[7]

Their primary assertion was that the bonds and emotional development made at home with parents during these years produced critical long term results that were cut short by enrollment in schools, and could neither be replaced nor afterward corrected in an institutional setting.^[7] Recognizing a necessity for early out-of-home care for some children — particularly special needs and starkly impoverished children, and children from exceptionally inferior homes — they maintained that the vast majority of children are far better situated at home — even with mediocre parents — than with the most gifted and motivated teachers in a school setting (assuming that the child has a gifted and motivated teacher). They described the difference as follows: “This is like saying, if you can help a child by taking him off the cold street and housing him in a warm tent, then warm tents should be provided for all children — when obviously most children already have even more secure housing.”^[8]

Similar to Holt, the Moores embraced homeschooling after the publication of their first work, Better Late Than Early, 1975, and went on to become important homeschool advocates and consultants with the publication of books like Home Grown Kids, 1981, Home School Burnout, and others.^[7]

One common theme in the homeschool philosophies of both Holt and the Moores is that home education should not be an attempt to bring the school construct into the home, or a view of education as an academic preliminary to life. They viewed it as a natural, experiential aspect of life that occurs as the members of the family are involved with one another in daily living.

More infos: Wikipedia.org