Definition of Need and Desire

Need is situation that demands to be met. Need can be said as a condition of feeling not having the basic satisfaction. Humans need food, houses, clothing, security, etc. to be able to carry out their life. These needs are individuals that have to be provided or sought by the individuals themselves.

There are needs that are essential and unessential to be met. Essential need, for example,elementary education, and unessential need such as high education. People without elementary education are difficult to perform live, but people can still live without high education althoughthey only have low competitiveness. 

Desire is a willto meet the desired needs. Need of each person is different; it is due to lifestyle, cultural, andsocial economic factors. 

Someone who lives in village will probably have a simpler and easier desire compared to people who live in the city. Similarly, the desire for someone who lives in country A will be different from someone who lives in country B. 

Every human has needs that must be met, but if it is calculated, actually theneed is only few. It is different with the desire of someone who sometimes wants something that is not needed. 

In simple words, if we talk about need, it is associated with things that should be provided, while desire is booster to meet those needs. Without desire, the need will never be met.

Definition of Group

Definition of Group 

Group is an assembly of two or more people who interact and influence each other, and formed together based on common interests or goals. This statement contains the understanding that there must be interaction in a group of people who join in it to achieve a common goal.

To make the group managed develops towards the positive; there are several things that must be considered: 

1. Structure, it becomes important in a formal group in order to make the group solid and not get caught up in unnecessary conflict and interfere with the development of the group. 

2. Hierarchy Status, to make the goals to be achieved clear, it is necessary to control the hierarchy and authority and responsibilities of each member of the group. 

3. Role, the role of each member of the group must be adapted to the structure and hierarchy within the group in order to avoid overlap (over lapping) in processing of tasks / jobs. 

4. Norm, it is a rule of permissibility or suitability of something to be done and usually agreed by all members of the group. If there is a violation, normally it will be given social sanction prevailing in the group. Norm is required in a group to organize everything orderly and relationships among the members of the group become regular and orderly. 

5. Leadership, it is required as actuating of formality structure, clarity of hierarchy status, roles and norms. Without effective leadership, the four characteristics of the group will be useless. 

6. Compactness, it is necessary to cover the lack of leadership and weakness characteristic of other group members. 

The continuity of the group lies in the seriousness of each individual who joined the group for mutual renew the spirit of collectivity in achieving the goals set together by accommodating the most individual aspirations. The more aspirations of the group members are accommodated, the members of the group are more satisfied. Satisfaction of the members will make the existence of the group survived for a longer period of time.

Someone�s Reason in Joining a Group

Someone�s Reason in Joining a Group 

There are several reasons why people are grouping. Some people even consider that group is a necessity; it means that without grouping, someone feels uncomfortable to live. Therefore, there are several reasons that can be inventoried why people decide to be group: 

1. Security, by joining in a group, one can reduce discomfort in solitude. Many people feel stronger and do not hesitate in a group. 

2. Status, by joining a group, a person feels more regarded and more respectable than being alone. 

3. Self-esteem, because of people feel more honored when grouping, then they feelhaving self-esteem. 

4. Affiliation, many social needs can be got when someone is in group. Friendly atmosphere when distress, pain, death, and disaster; someone will be easier to get help from others. 

5. Building strength, many things cannot be achieved individually; however, it becomes possible when grouping. By grouping, it will make easier to build the strength to achieve something great. 

6. Achieving the goal, because of grouping leadsto strength, of course it will facilitate the achievement of objectives. 

Formal and Informal groups 

In the practice in society, there are formal and informal groups. Formal group can be defined as a group created by the managerial decision to achieve organizational objectives, therefore there are many formal groups that are found in formal and structured organizations. 

Formal groups consist of command group and task group. Command group is characterized by the presence of command chain of the leader led. Because of the command, the leader�s command must be done. Negligence on the matter will result in sanctions from the organization. In contrast, informal group can be said as more evolved group of individual effort and development of interests and friendship rather than design deliberately formed by organization.

Behavior in Group

Behavior in Group 

In social life, for example in a community, in the office, at school we certainly will form or be involved in a group, therefore we must be good at selecting groups aiming positive and beneficial for the development of ourselves, lest we join a group that has negative effect on ourselves. 

Group behavior is response of the group members to the groupsocial structure and the norms adopted.

Collective behavior is a person's action at the same time, place, and behave. 

Which is better, group performance or individual performance? The question often arises because there is the adage that says "two heads are better than which done by an individual". The adage is true in some cases, because the group allows people to exchange information and opinions. 

Interaction within the group can generate ideas and new solutions. The group has extensive knowledge and greater probability that a person in the group will have specific knowledge relevant to the group issue. However, a group also does not always produce a better decision. Not everyone in the group contributes simultaneously, but the individual must wait their turn. Turn result in expressing the opinion, among the group members often have production blocking, distraught or loss of motivation to participate (lazy). Individuals sometimes do not want to share (sharing) in providing the information. 

Although the performance of agroup is often better than the average performance of individuals, performance is often below standard of individuals, especially when members of the group generally have relatively weak ability. In the group, it also canoccur social impact (Latane&Nida, 1981) that is a classification of members in a group. Ifthe group is major, the decision-making will be very effective. If the group is minor, then often people experience disappointment, because they feel disregarded.

Definition of System According to Some Experts

Definition of System According to Some Experts

Here are some definitions of system according to some experts.

1. L. James Havery

System is logical and rational procedure to perform or design a series of components that are related to each other.

2. Gordon B. Davis

A system consists of parts interrelated that operate together to achieve some goals and intents.

3. Salisbury

System is a group of parts or components that work together as a unified function.

4. John Mc Manama

System is a conceptual structure composed of functions that are interconnected and work as an organic unity to achieve the desired results effectively and efficiently.

5. Ludwig Von Bartalanfy

System is a set of elements that are bound in inter-relationships among the elements and the environment.

6. Indrajid

System implies the sets of components owned by the element that are related each other.

7. C.W. Churchman

System is a set of parts that are coordinated in tune and harmonious to carry out the objectives set.

8. Andri Kristanto

The system is a network of procedures interconnected, gathered together to do an activity or solve a particular target.

9. Edgar F. Huse and James L. Bowdict

System is a series or series of parts related and relies in such a way to cause the interaction and mutual influence.

10. O'brien

System is a group of related components, working together to achieve a common goal by receiving input and producing output in an orderly transformation.

11. Bertalanffy

System is a set of components that interacts each other and work together to achieve the same goal.

12. Djekky R. Djoht

System is aggregation or grouping objects united by some interaction forms that are fixed and interdependent, a group of different units, which are combined by nature or art so it forms an integral whole and functioning, operation, or moving in a unitary. 

13. Jogianto

System is a collection of elements that interact to achieve a certain goal.

14. Azhar Susanto

System is a collection / group of any sub-systems / parts / components, either physical or non-physical that relate to each other and work together in harmony to achieve a certain goal.

15. Umar Fahmi Achmadi

System is a structure describing the existence of a series of different components that have relationship and common goal in harmonious and coordinated that work or run within a certain time and planned.

16. Koentjaraningrat

System is functioning and moving arrangement.

17. Mulyadi

System is basically a group of elements that are closely associated with each other, which function together to achieve certain goals.

Definition of Educational Philosophy

Definition of Educational Philosophy according to some experts:

Philosophy of education is a regular activity of the thought, which makes philosophy as a way to organize, harmonize and integrate the educational process. (Al-Syaibani 1979)

Philosophy of education is a fundamental basic skill formation, concerning to the power of thought (intellectual), the power of feeling (emotional), and human nature (John Dewey, 1957).

Educational philosophy is a science that is essentially the answer to the questions in the field of education. Philosophy of education is an application of philosophical analysis to the field of education. (Imam Barnadit, 1993)

In the relationship between philosophy (general) and philosophy of education, philosophy of education has some limitations.

(1) Philosophy of education is a view implementation of philosophy and philosophical principles in the field of human experience called education. Thus, educational philosophy tries to explain and clarify that this human experience is appropriate to new life. Educational philosophy contains an attempt to find concepts that put human in the midst of various symptoms in educational process. Then, it can also attempt to explain the various meanings that become the basis of educational concepts with the foundation aspects of human attention.

(2) Studying philosophy of education because of the belief that the study is very important in the effort to improve education. Educational issues related to guidance, assessment, method and others are the responsibility of educational philosophy that relies on the guidance of students� behavior and attitudes towards society.

(3) Educational philosophy has principles, beliefs, concepts that are integrated each other. The principles intended are beliefs to the problems of education. It is disclosed to be the basis of statements, plans, programs, curriculum and teaching rules, which of course are expected to find solutions to the educational problems.

Philosophy (general) and philosophy of education have a close relationship. The goals are same; to strive together in developing human life.

Function of Educational Philosophy

The function of educational philosophy is to investigate comparison of the influences (1) of the competitive philosophies in the process of life and (2) of the possibility of educational processes and character development in order to find the desired educational management to foster the most constructive character for the youth and old. In addition, the function of educational philosophy is also to help pedagogical purposes which include four interrelated aspects, namely the functions of analysis, evaluation, speculative, and integrative. The same thing also was disclosed by Brameld that the function of educational philosophy is as a tool of analysis, criticism, synthesis and evaluation.

Brubacher in detail stated that the functions of educational philosophy are as follows:

1. Speculative Function

Function of Education is trying to understand the whole issue of education and to formulate it in a basic description as a scientific data complement. Philosophy of education also tries to understand the whole issue of education and its relationship with other factors that affect education.

2. Normative Function

The function of educational philosophy is as direction, guidance for the realization of education. This principle is summed up in educational purpose, which is to build an ideal society and establish norms aspired. Educational philosophy provides norms and consideration for the normative and scientific realities to form culture.

3. Criticism Function

Function of educational philosophy is to provide basis of rational critical definition in considering and interpreting the scientific data. For example is measurement data of evaluation analysis, both personality and achievement. Criticism function also means analysis and comparative on something to get a conclusion. In this case, philosophy of education can set achievement classification appropriately with objective data (figures, statistics). In addition, philosophy of education is able to set assumptions or more reasonable hypothesis. Philosophy should be competent to overcome the weaknesses found by the scientific field and complete them with the data and arguments which do not come from scientific data.

4. Theory to Practice Function

All ideas, conceptions, analysis, and conclusions of educational philosophy serve as theory. This theory is the basis for the implementation / educational practice. Philosophy provides general principles for a practice.

5. Integrative Function

Educational philosophy has integrative function which is based on the understanding that philosophy of education is as spiritual principle or spirit of education.