LEARNING IN THE CONTEXT OF THE COMMUNITY

Basically, the study has the aim that the learner can
 improve their quality of life as God's creatures both individuals
 and social. As an individual one can expect
 enhance creative and innovative in the face of all
 challenges ahead. Under no circumstances and wherever
 continue to exist as an individual personality. Learning is a stock
 important for an individual to be able to accomplish the above.
      As social beings, learners must be able to establish relationships
 harmony that can complement each other for any shortcomings
 There on one side. This understanding needs to be deepened and
 expanded in studies of religious sciences. Life communities
 become familiar and terhayati the life of every human being
 sharpening one another, compassion and care.
      Therefore, any educational institution in addition to equip
 graduates with a mastery of the field of study also provides
 understanding of the relationship between the material and the real world are growing
 in the community. Thus, the learning, both formal and
 Informal expected to provide an experience for participants
 as in the recommendations of UNESCO, 1996, learning to know, learning
 to do, learning to be, learning to live together.
      In Islamic education, the implementation based education
 society, is nothing new. Islamic history has recorded, that
 the call of faith which requires that every person knowledgeable
 apply their knowledge this has encouraged community-siatif
 to organize educational activities through institutions
 education is very varied. Ahmad Syalabi mentioned institutions
 educational institutions were as follows: al-Kuttab, al-Qasr, al-Hawânit
 Waraqi'în, Manazil al-Ulama, al-Badiyah, and Madra-legitimate. (Ahmad Syalabi,
 1987: 43). Hasan Abd 'Al who did special research about his
 Islamic educational institutions of the fourth century AH, mentioned that
 Islamic educational institutions include Kuttab century, al-Masjid, Hawânit al-
 Waraqi'în, Manazil al-Ulama 'al-Salûn al-Adabiyah, Dur Dur al-Kutub wa
 al-'Ilm and al-Madrasah (Hasan' Abu al-'Al, 1978: 219).Furthermore Manazil al-'Ulama which literally means homeresidence of the clergy, is also used as a place-sungnya berlangeducational activities using sorogan system, ie astudents one by one facing clerics / scholars to read the bookbeing studies. Long before it was known in Islamic historyplaces of education has the form of the Dar al-Arqam, the al-Aqram,the place where the first ma-ma times Rasulullah act As with teachers, mem-provide Islamic education for his companions.
     As for al-Badiyah literally means desert, the village wherestay Badawi. In the Arabic language institute studied and preservedauthenticity. They still maintain fluencyArabs to maintain the rules of the language. Thus, theBadiyah-Badiyah this was the source of Arabic language teachinggenuine and pure.
     The other place that allows people to learn isBook stores. The owner of the book store, are not the peoplesolely for profit and profit, but mostthey are intelligent writer-poet, who has chosenbook trading business, so they have a chances good to read and menela'ah and hang out with thescholars and poets-poets. They also copy booksimportant and handed it to those who need itto be rewarded.
     In addition, education is also done by people in the Majlis orliterary salon, which is a special majlis held by the Deputyto discuss the various kinds of knowledge. In a literary majlis, not just discussed and discussed issuesliterature, but also a wide range of science(Science assemblies) and the various arts (art majlis).
     Furthermore, the public is also used as a Hospitala place to learn. The hospital not only serves as aspot treat and cure the sick, but also to educateforces that relate to nursing and medicine.They conduct various researches and experiments in the fieldmedicine and drugs, so that the developing medical scienceand science of medicine or pharmacy. The hospital is also the rightpracticum of medical school places established outside the homesick. Not infrequently, medical schools were establishednot separate from the hospital. Thus, hospitals inIslamic world, it also serves as an educational institution.
     Religious education is another al-Qasr (The Palace), which is specifically used to educate the children of the officials are. This dila-
 kukan based on the idea that education has the it should be
 prepare students to be able to carry out his duties later
 as an adult. Children's education is different from education in the palace
 kuttab children in general. In the palace of the parents (the
 magnifying palace) is a consistent lesson plan
 with intelligence and her talent as well as the desired destination
 by his parents. Teachers who teach in the palace called mu'addib
 (Educators) whose primary task other than inherited intelligence and
 knowledge-knowledge of the ancients to kids officials also
 educate them to have a noble character.
     Furthermore, al-Maktabat (library) is also used by
 community as a venue for educational activities. The
 clerics and scholars from a wide range of expertise, in general
 wrote books in their respective fields and further to
 taught or delivered to the prosecutor science when they
 come to the palace. Even clerics and scholars presenting
 opportunity for prosecutors to study in library science
 their personal.
     The existence of institutions that are very varied
 clearly proves that long ago, the govern-intah and
 community in the broadest sense has been participating actively in
 organize educational activities. Government and society
 really have to build cooperation synergies compact in
 promote educational activities. The principles of education for all
 (Education for all), lifelong education (life long education),
 democratic education characterized by the program
 tailored to the abilities and desires of the community, and the
 autonomy for public education.
      Involvement, participation and community participation in the mela-
 kukan education can also be found in Islamic society
 Indonesia. Long before the government established schools or madrassas
 formal as encountered today, Muslims in Indonesia
 already have Surau, Meunasah, Rangkang, Break, Mushalla, Assembly
 Study groups, mosques and pesantren. Institutions such as health-
 luruhan built on the will and consciousness of society
 themselves, and are used in addition to religious activities and social events
 also for religious education activities (Abuddin Nata (ed.), 2001:
 6-100). Of educational institutions has generated
 sejum was the great scholars like Prof. Dr. Hamka, K.H. Abdullah Ahmad,
 Sa'aduddin Jambek, Mahmud Yunus, KH. Hashim Ash'ari, KH. Imam Zarkasyi and much more. They are the scholars who have
 depth of religious knowledge, keluasaan insights and experiences, and
 a winning personality, so as to appear as a leader
 people.
     This is the evidence that the public was already able
 establish and administer educational institutions independently with
 graduates who excel. Through the concept of society-based education
 as described above, in addition to government tannya keliha-likeshare the duties and responsibilities in managing education to
 society, also want to grow the confidence and
 creative society in managing education. In other words
 the concept of community-based education is essentially
 return to the concept of education ever undertaken by
 community itself. In this way, creativity, innovation, ideas,
 justice and democracy education by itself will grow in
 society. In the middle of a situation where the government's ability
 very limited, the concept of community-based education is
 alternatives that need to be supported.
     In the standards for science teacher preparation by the 1998 NSTAcooperation with the Association for the Education of Teachers in science,
 stated that one of the aspects that must be considered by the teacher
 is a social context (Anna Poedjiadi, 2005: 98.). Teachers should be
 identify and use learning resources outside
 school (schooling). Contextual learning is expected to
 increase the motivation of learners, parents, and community participation
 in the particular school.
      Indonesia, in 2002 through the Ministry of Education
 Sets a new national approach to learning CTL (contextual
 teaching and learning) for learning a link between
 material with real-world situations and encourage students to apply
 in their lives as individuals, family members, community
 and the nation. Results CTL can improve academic achievement through
 understanding of the meaning of the subject matter learned by associating
 in the context of everyday life.