“DADI-DADI DOGEN” AS IDEOLOGY IN THE DEVELOPMENT OF ELEMENTARY SCHOOL LIBRARY IN THE CITY OF SINGARAJA, BULELENG, BALI

The Law of the Republic of Indonesia Number 43 Year 2007 concerning Libraries states that schools are required to have school libraries based on the National Standards of Library (SNP). This condition forces every school to develop a library, even though the conditions are still far from the standard set. To realize the existence of library, each school uses various resources in its school to establish a school library. This study aims to explore the efforts of primary schools in Singaraja City to fulfill their obligations in providing library space. This study uses a qualitative approach based on critical social theory commonly used in the Cultural Studies approach. The data collection was carried out by in-depth interviews, involved observation and document study. Data analysis in this study follows Peter Berger's model with the following steps: conceptualization, conceptualization results, verification, and objectivation. The results show that the obligation to have a school library at the primary school level is not easy due to various obstacles. This gave rise to the ideology of permissivism or in Balinese it is called dadi dadi dogen. This ideology allows schools to use various types of spaces to become libraries, for example classrooms, teacher rooms, warehouses, UKS, and so on.


INTRODUCTION
Libraries are often likened to the heart of an educational institution, including schools.
The Law of the Republic of Indonesia Number 43 of 2007 concerning Libraries states that schools are required to have a school library (Sutarno NS., 2008: 157-158). Library management must follow the National Library Standard (SNP). In this way, it is hoped that Facilities and Infrastructure for Elementary, Junior and Senior High Schools, it is stated that a library is mandatory in every school. Even school accreditation is also related to school library ownership (Prastowo, 2018: 105-106;Sutarno NS, 2004: 31-32). Legally-formally, every formal education unit is required to provide educational facilities and infrastructure in the form of a school library (Triwiyanto, 2019: 52-53).
The school's obligation to have a library is related to the ideal function of the library, first, the library is a bridge to the nation's civilization. Second, the library is an institution capable of storing the nation's cultural heritage. Third, the library is a place to transmit knowledge. Fourth, the library as a center for P3IR (education, storage, research, information, and recreation). Fifth, libraries can improve the quality of education and the nation's competitiveness (Hartono, 2016: 23-24). Sixth, the school library also functions to develop a reading culture both among students and teachers (UU RI 43/2007, CHAPTER VIII, Article, 48). This condition causes the library to continue to be developed in a more perfect direction, both regarding collections and equipment and management towards digitization to suit the demands of the current era of people's lives, namely the so-called digital society (Skinner, 2019;Schwab, 2019;Schmidt and Cohen, 2014 With all its limitations, schools develop an ideology of permissivism or in the field known as dadi-dadi dogen ideology as a justification for library management practices that are not in accordance with the provisions. This is in accordance with the function of ideology in human life, namely as a tool to legitimize power, desires, interests and desires to be valid (Alhusser, 2014). This understanding of the function of ideology makes efforts to dismantle those who use ideology very important. In the context of elementary school libraries, the principal as the party with power is the party responsible for the emergence of this dadi-dadi dogen ideology.

METHODS AND THEORY
This study uses a qualitative approach based on critical social theory which is commonly used in the Cultural Studies approach. Referring to Kriyantono (2015)  Ideology makes the elementary school library unfit as a learning resource for teachers and students. It is very appropriate to study using a critical theory approach. This is because critical theory directs the study of irregularities in society (injustice, inequality, discrimination, injustice) by looking for sources and causes as well as sources of resistance and/or improvements that may be made so that conditions become better (Haryatmoko, 2016: 2-3;Sim and van Loom, 2008;Hidayat, 2013).
The data obtained is examined using the perspective of Cultural Studies, which is studied to try to dismantle the various dominant discourses about library management, as well as its marginalized condition, which is a map of meaning that is not neutral, because it always contains ideology, power games, interests, and desires. These aspects are hidden so that a reality will appear reasonable and accepted as a general truth. This needs to be criticized so that what is considered a general truth, its negative sides are exposed. Critical theory that is integrated with critical thinking is related to efforts to evaluate a general belief by questioning its assumptions that are not necessarily acceptable based on common sense and/or normative principles. In this regard, the use of critical theory in studying educational problems -giving birth to critical pedagogy will focus more on negative testimonies about education (Tilaar, 2011). Or as stated by Kriyantono (2015: 54) the use of critical theory in any field, including Cultural Studies, is always focused on criticizing social practices related to the implementation of the public interest.
The aspect that was criticized was the game of power, interest, and desire based on ideology, capital accumulation, and knowledge which resulted in the marginalized or the benefited. This is very important, because Cultural Studies is of the view that through a critical

DISCUSSION
From the field findings, it can be seen that the management of the school library in the research location is still far from standard. This condition cannot be separated from the lack of attention from the government and all other stakeholders. The school's limitations in managing the library have implications for the emergence of the dadi-dadi dogen ideology based on field findings initiated by the school principal. This ideology then has an impact on library management and its role in learning as described below.

Principals Implement Policies Based on Dadi-dadi Dogen's Ideology
The condition of the library in each elementary school is largely determined by the principal's policy as a leader. This idea relates to the implementation of regional autonomy which gives the regions the authority to manage their own households, including in the fields of primary and secondary education. For this reason, School-Based Management (SBM) was developed with a policy core, namely giving authority to school principals to empower schools, the power to develop school programs, and managing resources and potential in schools so that effective and efficient schools were realized. The achievement of this target is very dependent on the performance of the principal in the form of the ability to create a conducive work climate for teachers and staff employees so that the vision, mission, goals, and school programs run well (Suhardan and Suharto, 2003).
In this regard, the principal must try to instill certain values in the context of managing teachers, including mental development. This includes the ability of the principal to complete the facilities, infrastructure, and learning resources in order to provide convenience for teachers in carrying out their main tasks, namely conducting teaching activities in the classroom and outside the classroom (Suhardan and Suharto, 2009: 16). In this context, the principal is obliged to develop a school library in order to make it easier for teachers to carry out teaching and learning activities. However, as stated above, school principals find it difficult to develop school libraries due to material infrastructure constraints. This is in the form of there are material infrastructure constraints faced by the four SDNs so that they fail to realize the ideal school library as outlined in the NSP.
The four principals have tried to build a good library by using all the resources they have. However, their efforts have not been successful due to material infrastructure constraints. This condition can give rise to ideology among school principals. This is related to the idea that material infrastructure is the basis for ideology (superstructure) (Sanderson, 2011;Balibar, 2013;Magnis-Suseno, 1999;Piliang and Jaelani, 2018;Thompson, 2006).
"Ideology is beliefs about the world, ourselves, and people, which tend to be accepted uncritically, as natural and unchanging. Ideology plays a major role in building what is called common sense so that it is used as a guide to act in realizing a goal ( This symptom can be proven from the various actions they take. They use the classroom as a school library room on the grounds that, because there is no separate library building, the classrooms can be used as a school library. Likewise, at SDN 4 Banyuning, because it does not have a classroom, the principal believes that the teacher's room is used Thus, the hope that they will learn independently about library science is not fulfilled so that they are just a school librarian.

E-Journal of Cultural Studies
Nov 2021 Vol. 14, Number

Implications of Dadi-dadi Dogen's Ideology on Library Management
The implementation of dadi-dadi dogen ideology in placing school librarian staff has further implications that they are also dadi-dadi dogen in managing the library. As a result, the arrangement of books in the school library, service system and others is also commonplace. This situation resulted in the existence of school libraries at the four SDNs, but they did not meet the requirements according to the SNP. The dadi-dadi dogen ideology does not apply to school principals and library staff, but as shown in Figure 1, it also applies to teachers and students. They also think that dadi-dadi dogen use the school library because of the management that dadi-dadi dogen. In short, as shown in Chart 1. the ideology of the dadi dogen is a collective ideology that applies both to the internal school environment and the external environment, namely Disdikpora. The application of the dadi-dadi dogen ideology not only resulted in the school library not meeting the requirements as outlined by the NSP, but also being marginalized. or just as accessories for school.
The placement of the school library only as a school accessory combined with the ideology of dadi-dadi dogen resulted in the school library not becoming a priority for the principal and Disdikpora. This symptom can be seen from the fact that the allocation of BOS So that there are no barriers to entry to schools, educational bureaucratic support is needed, they need to bring letters of recommendation from higher education officials, such as the Head of Kandep P and K (Regency/City Departmental P and K Offices (Darmaningtyas, 2015: 171). ).

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This pattern results in whether we like it or not, school principals are obliged to follow it, because publishers cleverly use power of attorney to market their books, which also means they make a profit.
Limitations of BOS funds have resulted in principals prioritizing the use of BOS funds to support the smooth running of PBM. Given, PBM is directly in touch with the achievement of the mission, vision, and goals of education in elementary schools. As a result, the school library is secondary so that the procurement of books, for example, is difficult to increase. The opportunity for school libraries to provide optimal services for students is getting smaller, because the book collections are keto-keto dogen (just like that).

COVER
The school library is an inseparable part of learning activities in schools because it is a source of learning for students and teachers. This does not happen optimally because the library is marginalized so that it is not able to provide facilities and infrastructure for users.
The process of marginalization that causes library services to be not ideal is not an important problem for schools.
This condition occurs because the principal develops the ideology of dadi dadi dogen which makes the condition of the library lacking a normal condition. This ideology appears in various discourses conveyed by the principal which is then passed down to all teachers. Not only for teachers, is the ideology of dadi-dadi dogen also adopted by parents of students so that the condition of the library as it is becomes a matter of course.