Suyanta, I Wayan (2017) Nilai belajar yoga dalam perspektif pendidikan nonformal (studi fenomenologi belajar di kawasan wisata Ubud, Bali) / I Wayan Suyanta. Doctoral thesis, Universitas Negeri Malang.
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ABSTRAK Suyanta I Wayan. 2017. Nilai Belajar Yoga dalam Perspektif Pendidikan Nonformal (Studi Fenomenologi Belajar di Kawasan Wisata Ubud Bali). Program Studi Pendidikan Luar Sekolah Pascasarjana Universitas Negeri Malang. Pembimbing (I) Prof. H. Dr. Muhadjir Effendy M.Si. (II) Prof. Dr. H. S. Mundzir M.Pd. (III) Dr. Hardika M.Pd. Kata Kunci Wisata Yoga Pembelajaran Yoga Pendidikan Nonformal Fenomenologi. Antusiasme orang-orang di dunia melakukan yoga semakin tinggi. Realitasnya di Bali pada 10 tahun terakhir wisatawan datang untuk tujuan yoga didukung berdirinya pusat belajar yoga dikenal dengan nama ashram yoga atau studio yoga. Fenomena ini muncul sebagaimana adanya zaman gerakan new age movement sebuah potret zaman memadukan rasionalisme Barat dengan dunia Orientalisme. Manusia modern seringkali berpikir dangkal perhatiannya hanyalah pada realitas kuantitas dan otoritas pribadi. Dalam hal ini wisatawan sebagai subjek penelitian mengunjungi lembaga pendidikan nonformal yoga dan belajar yoga berharap menemukan solusi hidup mengidentifikasi menurut kebutuhan baik kebutuhan fisik emosional psikologis atau spiritual. Penelitian ini bertujuan untuk menemukan makna dan realitas belajar yoga proses dan metode pembelajaran yoga serta hasil belajar dalam perspektif pendidikan nonformal yang dilakukan bagi wisatawan di kawasan wisata Ubud Bali. Landasan teori dipaparkan tentang pertama konsep pariwisata dan wisata yoga kedua definisi yoga ketiga ditelaah melalui perspektif pendidikan nonformal dan teori andragogi keempat sebagai teori pendukung pembedah masalah yaitu fenomenologi belajar termasuk eksternalisasi objektivasi dan internalisasi serta teori antropologi pengalaman. Penelitian dilakukan dengan menggunakan pendekatan kualitatif dan analisis fenomenologi. Penelitian dilaksanakan di kawasan wisata Ubud Bali dengan ruang lingkup kawasan penelitian pada tiga lembaga yakni Yoga Barn Ashram Munivara Yayasan Windu Sara. Pengumpulan data dilakukan dengan teknik wawancara mendalam observasi dan studi dokumentasi. Temuan fokus makna dan realitas belajar yoga wisatawan yaitu (1) wisatawan secara ajeg belajar yoga dilatarbelakangi situasi dan kondisi eksternal kurang kondusif serta problematik internal life di dunia Occidental. (2) landasan wisatawan memulai belajar yoga berorientasi pemecahan masalah dalam diri. (3) ekspektasi wisatawan belajar yoga dan mengunjungi kawasan wisata atas alasan mendambakan kebahagiaan jasmani dan rohani. (4) wisatawan memaknai kebudayaan local (Bali) dan beradaptasi pada suasana environmental pembelajaran yoga. (5) memaknai realitas pembelajaran wisatawan mengidentifikasi keluasan pengetahuan yoga bukan hanya aspek fisikal namun ditelisik bahwa berkultivasi pada pengetahuan rohani serta yoga constantly effect to spiritual believe system. Temuan kedua terkait fokus proses dan metode pembelajaran yoga dalam perspektif pendidikan nonformal yaitu (1) memulai proses belajar yoga wisatawan membiasakan diri pada metode awal belajar mengikuti peraturan serta berfokus pada identifikasi diri. (2) pendukung proses belajar seperti fasilitas suasana dan komunitas belajar merupakan pranata eksternal yang menjamin mutu kelangsungan pembelajaran. (3) hambatan belajar yoga terinduksi atas hambatan komunitas mentalitas dan fisik bahasa symbol hambatan keluarga serta ketidaksabaran diri. (4) guru yoga adalah stimulator pembelajaran pemberi keteladanan sebagai guide and information giver pemberi kunci belajar serta solution giver. (5) Wisatawan menggunakan teknik dan strategi belajar konvensional pendidikan luar sekolah diantaranya gradually technique teknik praktek teknik demonstrasi teknik visitasi teknik belajar pengulangan teknik belajar oral lore strategi ekperensial transformative strategy serta strategi mandiri. (6) pembelajaran yoga terkait dalam rancangan pembelajaran andragogy seperti konten belajar konteks waktu konteks belajar sumber dan design pembelajaran tingkatan dan evaluasi pembelajaran serta terindikasi pada pendidikan luar sekolah utamanya satuan/program pendidikan Lembaga Kursus dan Pelatihan. (7) Pesan belajar yaitu relasionalitas diri dengan elemen semesta tertatanya nilai dan peta kehidupan serta mempelajari kejiwaan yang direalisasikan menjadi bahan ajar. Temuan ketiga terkait hasil belajar yoga dalam perspektif pendidikan nonformal yaitu (1) keaktifan wisatawan belajar dapat membentuk pribadi humanistic dan diidentifikasi sebagai hasil bermakna terutama segi fisikal emosional psikologis dan spiritualitas. (2) peningkatan hasil belajar dipahami sebagai evolusi positif intrapersonalitas dan interpersonalitas nilai pengalaman. (3) diinternalisasi membentuk pribadi spiritual dan self-awareness serta tidak belajar yang tidak bermanfaat. (4) dipandang sebagai kemampuan menghadapi penderitaan kehidupan dan dipelajari secara konstan dalam suasana nonformal. (5) kesadaran warga belajar dan spiritualitas dapat diidentifikasi terjadinya pembelajaran bersifat tulus bersifat fusion learning dan bersifat holistik. Berdasarkan hasil penelitian ini pertama perlu dibukanya ruang pembelajaran nonformal yang menfasilitasi kebutuhan belajar yoga dengan sikap asana individu tetap menjaga kesehatan fisik sedangkan melalui pengetahuan pranayama prathyahara dharana dhyana menemukan kebahagiaan rohaniah yang secara filsafat menandakan bahwa setiap individu memiliki sumber daya yang terkulminasi pada kebebasan diri moksha . Kedua proses pendidikan nonformal berkaitan dengan kehidupan peserta didik dalam komunitas yoga yang berbeda dengan pendidikan formal sehingga mengikuti pedoman bahan ajar lembaga yoga. Suasana fasilitas sangat mendukung proses belajar peran guru yoga sebagai fasilitator dan guide memberikan kenyamanan belajar siswa yoga beberapa teknik dan strategi belajar dimodifikasi secara fleksibel pengelola program yoga dapat mengusulkan ijin belajar kepada lembaga kursus dan pelatihan setempat pesan belajar yoga dapat dimanfaatkan menjadi bahan ajar. Ketiga secara konstan berlatih yoga agar menjaga peradaban humanis dan spiritualitas. Termasuk aspek interpersonal dan intrapersonal melalui andragogi tidak adanya kekacauan pikiran bersifat tulus bersifat holistik mencapai kebahagiaan lahir batin. ABSTRACT Suyanta I Wayan. 2017. The Value of Yoga Learning in Non-formal Education Perspective (Study of Phenomenology Learning in Ubud-Bali Tourism Area). Dissertation Study Program Nonformal Education Graduate Program State University of Malang. Advisors (I) Prof. H. Dr. Muhadjir Effendy M.Si. (II) Prof. Dr. H. S. Mundzir M.Pd. (III) Dr. Hardika M.Pd. Keywords Yoga Tours Yoga Learning Non-formal Education Phenomenology. Enthusiasm of people in the world to do yoga is higher and reality in Bali in the last 10 years tourists come for yoga. The establishment of yoga learning centre known as yoga ashram or yoga studio. This phenomenon emerged as the new age movement a portrait of the era combines Western rationalism with the world of Orientalism. Modern man often thinks superficially his attention is only to reality quantity and personal authority. It does not even have strong roots of life and even emptiness hence man has lost his relationship to the fullest being. In this case tourists as research subjects visit non-formal educational institutions hoping to find life solutions identifying according to need whether physical emotional psychological or spiritual needs. The aim of study to find meaning and reality of yoga learning learning process and method of yoga and learning outcomes in perspective of non-formal education conducted for tourist s area in Ubud-Bali. The theoretical the concept of tourism and yoga tourism definitions of yoga the perspective of non-formal education and theory of andragogy phenomenology including externalization objectivation and internalization and the theory of anthropological experience. The research was conducted by using qualitative approach and phenomenology analysis. The research was conducted in Ubud-Bali tourism area with research area in three institutions namely Yoga Barn Ashram Munivara Yayasan Windu Sara. Data collection was done by in-depth interview observation and documentation study. The findings on the meaning and reality of yoga learning (1) Tourists are keen to learn yoga as situation and external conditions are less conducive and internal life problematic in the Occidental world. (2) The foundation of traveller starts learning yoga oriented to solve problem within. (3) Expectations of tourists learning yoga and visiting tourist areas is cravings for physical and spiritual happiness. (4) Tourists interpret the local culture (Bali) and adapt to the environmental atmosphere of yoga learning. (5) Interpreting the reality of learning tourists identify the breadth of yoga knowledge not only the physical aspect but is examined that cultivate in spiritual knowledge and yoga constantly effect to spiritual believe system. The second findings relate to the process and methods of yoga learning in the non-formal education perspective (1) initiating the yoga learning process familiarizing themselves with the initial learning method following the rules and focusing on self-identification. (2) Learning process such as facilities atmosphere and learning communities are external institutions that ensure the quality of learning. (3) Barriers in yoga learning mental and physical barriers language symbols family barriers and impatience. (4) Yoga teacher is a learning stimulator exemplary giver guide and information giver and solution giver. (5) Tourists use conventional learning techniques and strategies of non-formal education including gradually technique practical techniques demonstration techniques visitation techniques repetition learning techniques oral lore learning techniques transformative strategy and independent strategies. (6) Related to andragogy such as learning content time context learning context learning resources and design learning level and evaluation as well as indicated in the out-of-school education especially the Course / Training Institute education units. (7) The learning message is self relationally with the universe values and mind map and psychological study which is realized into teaching material. The third findings related to yoga learning outcomes in the perspective of non-formal education (1) the liveliness of learning tourists can form a humanistic person and identified as a meaningful result especially in terms of physical emotional psychological and spirituality. (2) Increased learning outcomes understood as positive evolution experience value. (3) Internalized to form the spiritual person and self-awareness and not learning that is not useful. (4) Is seen as the ability to deal with the suffering of life and is studied constantly in an informal atmosphere. (5) Citizens awareness of learning and spirituality can be identified the occurrence of learning is sincere fusion learning and holistic. Based on the results of this study first need to open a non-formal learning space to facilitate the needs of yoga learning with the attitude of asana maintaining physical health while through knowledge pranayama prathyahara dharana dhyana finding spiritual happiness which philosophically signifies that each individual has the resources culminated as the self-freedom moksha . Second non-formal educational processes relate to lives of learners in yoga communities which different as formal education thus following the guidelines of teaching materials of yoga institutions. The atmosphere and facilities are support the learning process the role of yoga teacher as facilitator and the guides yoga students some flexible learning techniques and strategies modified yoga program managers can propose the permits to local courses and training institutions. Learning message used as teaching materials. Third constantly practicing yoga in order to preserve humanist adn spirituality civilization. Includes interpersonal and intrapersonal aspects through andragogy absence of mind chaos and sincere holistic achieving inner and outer happiness.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Ilmu Pendidikan (FIP) > Departemen Pendidikan Luar Sekolah (PLS) > S3 Pendidikan Luar Sekolah |
| Depositing User: | library UM |
| Date Deposited: | 20 Jun 2017 04:29 |
| Last Modified: | 09 Sep 2017 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/64215 |
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