Abstract

Eka Rista Harimurti, Deti Rostini, Otto Fajarianto

The Baduy are one of the most popular tribes in Indonesia because of their obedience in maintaining the mandate of their ancestors. This is reflected in the simplicity in carrying out life which is the main attraction of the Baduy, they deliberately isolate themselves from the influence of modernization. In terms of education, especially formal education, the Baduy people generally still hold customary rules that do not allow their children to take formal education. The education they provide for their children is an education needed for their daily survival and is a legacy of their ancestors which they call "Ngolah" such as cultivating agriculture, plantations. However, in the context of equal distribution of education and the fulfillment of the right to education for every Indonesian citizen without exception, the Central Government through the Regional Government (Tribal Office of Education) in collaboration with independent educational institutions (non-governmental organizations) and the local community organizes non-formal education in the form of Learning Centers Community (CLC) for Baduy Tribe’s children and Baduy Community Consultation Containers (WAMMBY). The research used in this article is qualitative research with a case study method that aims to explore information related to conditions, problems and events so as to produce a picture of how to manage education for Baduy Tribe’s children in Lebak Banten. Data support is obtained through archived documents, direct observations, documentation and literature studies. The results showed that the educational management for Baduy Tribe’s children was carried out with an approach to management functions, namely: (1) educational planning was carried out based on the needs and characteristics of the Baduy community; (2) the implementation of education is carried out through the collaboration of the Regional Government with the tribe of the local Education Office and the independent education institutions (self-help) of the local community in determining resources and assignments with responsibilities in the organizational structure; and (3) education supervision is carried out by the Regional Government through the local Education Office Tribe with quarterly reporting, visits and supervision and evaluation assessment of learning outcomes and learning activities.