Model Pendidikan Anak-Anak Miskin di Kota Surakarta
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The purpose of this study is: To know how to model education of poor children in the city of Surakarta during this time, how the evaluation model appropriate education for poor children in the city of Surakarta, knowing the implementation of the educational model and the constraints whatever happens, and what’s the solution. Methods This study used a qualitative research design by study field. The perspective used is phenomenological perspective. The research uses a naturalistic approach to search and find understanding or comprehension of the phenomenon in a particular contextual setting. The results suggest that the model of education conducted by the Department of Education, Your and Sport (Education Office) Surakarta City, overall good of SD/MI, SMP/ MTs, high school, and vocational school and get all formal Graduation Certificate or diploma as a sign completion of education. Model education of poor children in Social Service Manpower in Surakarta, first for poor children and abandoned in the identification of suitable conditions respectively, partially incorporated into formal education possessed Disdikpora like high school / vocational school with no extra at all costs. Some were put in orphanages to get a model of nursing education in the form of skills can then immediately work according to their skills, and some are managed by non-governmental organizations (NGOs). Education model in LSM SARI is non-formal education focuses on skill-oriented education to work to earn money to support their families, and some form of formal education, the educational institution or skills (LPK). While the educational model at the Orphanage Pamardi Yoga, more oriented child care, because these children attend formal education in schools. Model Nur Hidayah Foundation education there is formal, ie breathing Islamic education in schools, which ended with getting a diploma, and some models there is an orphanage. Education model in NGOs are collaborations between special education services and educational equality, some are educational life skill, and some form of libraries and madrassas around. From the aspect of understanding “because motive” why they are the work of child labor because they could earn in the form of money.