MANAJEMEN PENINGKATAN MUTU PENDIDIKAN BERBASIS KARAKTER BANGSA DENGAN SISTEM FDS (FULL DAY SCHOOL)

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan manajemen peningkatan mutu pembelajaran berbasis karakter dengan sistem full day school (FDS). Agar tujuan tersebut bisa tercapai dengan baik maka digunakan pendekatan kualitatif dengan rancangan studi multikasus di madrasah dan sekolah unggul di Kabupaten Tulungagung dan Kabupaten Blitar. Data digali dari kepala sekolah, guru, tenaga kependidikan, dan siswa dengan teknik snowball sampling. Data yang terkumpul dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa: (1) perencanaan peningkatan mutu pembelajaran berbasis karakter didasarkan pada kurikulum nasional, kurikulum sekolah, program-program unggulan sekolah, dan kegiatan ekstrakurikuler dengan sistem integrated curriculum; (2) pelaksanaan peningkatan mutu pembelajaran berbasis karakter dilaksanakan berdasarkan komitmen untuk mencapai visi, misi, dan tujuan sekolah dengan sistem pembelajaran aktif, mengintegrasikan nilai-nilai karakter dalam proses pembelajaran, dan adanya intervensi dan habituasi dalam penanaman nilai-nilai karakter kepada siswa; dan (3) evaluasi dan pengendalian mutu pembelajaran berbasis karakter dilaksanakan dengan sistem authentic assessment.Kata Kunci: manajemen peningkatan mutu, pembelajaran berbasis karakter, full day schoolQUALITY IMPROVEMENT MANAGEMENT OF CHARACTER BASED LEARNING WITH FULL DAY SCHOOL (FDS) SYSTEM Abstract: This study aims to describe the quality improvement management of character based learning with Full Day School (FDS) system. In order to achieve these objectives well, a qualitative approach was used with a multi-case study design in madrasah and schools at Tulungagung and Blitar districts. Data is collected from principals, teachers, staff, and students with snowball sampling techniques. The results showed that: (1) planning for the quality improvement of learning based character was based on the national curriculum, school curriculum, superior school programs, and extracurricular activities with integrated curriculum system; (2) the implementation of the quality improvement of learning based character was carried out based on commitment to achieve the vision, mission, and goals of the school with an active learning system, integrating character values in the learning process, and the existence of interventions and habituations the core values character at school; and (3) evaluation and control of the quality improvement of learning based character carried out with authentic assessment systemsKeywords: quality improvement management, learning based character, full day school

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PERAN FULL DAY SCHOOL TERHADAP PERKEMBANGAN KREATIVITAS DAN SENI PADA SISWA TINGKAT SEKOLAH DASAR

TAMAN CENDEKIA Jurnal Pendidikan Ke-SD-an ◽

10.30738/tc.v4i2.7835 ◽

2020 ◽

Vol 4 (2) ◽

pp. 459

Author(s):

Arif Hidayat ◽

Rizka Febriyani Awliyah ◽

Suyadi Suyadi

Keyword(s):

Extracurricular Activities ◽

Integrated Curriculum ◽

Qualitative Method ◽

Day School ◽

School Level ◽

Day Schools ◽

Library Research ◽

Support Students ◽

Full Day ◽

And Robotics

The purpose of this study was to obtain information about the development of creativity and art in full-day schools. This study used a qualitative method with the type of library research. Full day school was an integrated curriculum and integrated activity, which meant a system that was carried out consciously in order to organize a planned learning action, then implemented and evaluated the learning in a fun way, with the expectation that students did not feel bored and tiresome even though they had studied all day long. The results of the study revealed the schools that implemented the full day school system, seen from previous research or library research, had many significant advantages in the development of creativity and art, one of which was extracurricular activities that could support students' talents and creativity. Some of them were sports, art and musicextracurricular, or extracurricular of science and robotics, from this explanation, the researchers yielded hypothesis that full-day school had an impact on students’ development, especially on creativity and art at the elementary school level.

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Kajian Sistem Sekolah Sehari Penuh (Full Day School) di SMA Negeri 11 Makassar

LaGeografia ◽

10.35580/lga.v16i3.9588 ◽

2019 ◽

Vol 16 (3) ◽

pp. 101

Author(s):

Kadek Irayasa

Keyword(s):

Public Relations ◽

Extracurricular Activities ◽

Participant Observation ◽

Day School ◽

Snowball Sampling ◽

Physical Conditions ◽

Laboratory Facilities ◽

Analysis Technique ◽

Teachers And Students ◽

Full Day

This research aims to describe the implementation of full day school system at SMAN 11 Makassar. This research is qualitative research with a descriptive approach, the subjects in this research consisted of the headmaster, the deputy headmaster of the curriculum section, the deputy headmaster of the public relations section, the deputy head of the student section, the teacher, and students. The sampling techniques are purposive sampling, snowball sampling, and incidental sampling. The data collection techniques are participant observation, in-depth interviews, and documentation. The data analysis technique is done in three stages, namely data reduction, data presentation, and verification. The test of data validity use method triangulation and source triangulation. The results of this study show that the implementation of full day school at SMAN 11 Makassar exceed time standarization of Permendikbud No 23 Tahun 2017, it ought to 8 hours in a day or 40 hours in a 5 days. Extracurricular activities of Kelompok Ilmiah Remaja (KIR) still have not implemented, eventhough it obliged based on Permendikbud. Implementation of day school is divided into several parts, namely activities that are daily, weekly, incidental, annual activities. Inhibiting factors are facilities and infrastructure, lack of learning innovations from teachers, background of students, comparison between the number of teachers and students is not comparable, schools have not established cooperation with educational institutions, and physical conditions of teachers and students who are easily tired. Supporting factors are the availability of projector facilities for each teacher and screen for each class, and the availability of adequate laboratory facilities such as laboratories in physics, chemistry, biology, computers, and languages.

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Pre-Eminent Curriculum in Islamic Basic School Integrated Comparative Studies in Islamic Basic School Integrated Al-Izzah Serang and Al-Hanif Cilegon, Banten, Indonesia

International Education Studies ◽

10.5539/ies.v9n4p124 ◽

2016 ◽

Vol 9 (4) ◽

pp. 124

Author(s):

Anis Fauzi ◽

Hasbullah Hasbullah

Keyword(s):

Primary School ◽

School System ◽

Integrated Curriculum ◽

National Curriculum ◽

Day School ◽

Ministry Of Education ◽

School Networks ◽

Self Development ◽

Basic School ◽

Full Day

Compare to General SD (Primary school), the superiority of SD Islam Terpadu (Integrated Islamic Primary School) lies on the development of the curriculum and learning that is more emphasize on integrated curriculum and integrated learning. Curriculum model applied in Sekolah Dasar Islam Terpadu (SDIT) is integrated curriculum. This curriculum is being applied by creating the synergy among national curriculum of education (ministry of education), religious curriculum (Al-Islam), and local content curriculum by using full day school system. The result of this research shows that: the concept of SDIT (Islamic integrated primary school) relies on the stakeholders, who hold the education, and self-development curriculum that relies on the needs of SDIT al-Izzah plus adjustment curriculum which relies on Islamic integrated primary school networks. The concept of curriculum which is applied in SDIT al Hanif combines three curriculums namely: the ministry of education and culture, ministry of religious affairs and the stakeholders’ curriculum.

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Kurikulum terpadu: model pembinaan karakter pada sekolah islam fullday

IJER (Indonesian Journal of Educational Research) ◽

10.30631/ijer.v1i2.19 ◽

2016 ◽

Vol 1 (2) ◽

pp. 81

Author(s):

Zulfahmi Aziz ◽

Kasful Anwar

Keyword(s):

Junior High School ◽

Integrated Curriculum ◽

National Curriculum ◽

Arabic Language ◽

School Curriculum ◽

Learning System ◽

The Social ◽

K 13 ◽

Character Building ◽

Model Support

Penelitian ini bertujuan untuk mendeskripsikan model kurikulum terpadu pada sekolah Islam terpadu dalam konteks pembinaan karakter siswa, dengan setting sosial pada Sekolah Menengah Pertama Islam Terpadu Al Azhar Jambi. Hasil penelitian dengan menggunakan pendekatan kualitatif menunjukkan bahwa model kurikulum Sekolah memadukan antara Kurikulum Diknas (K-13) dengan sejumlah program unggulan Sekolah (seperti; tahfidzul qur’an, bahasa arab, praktek ibadah, kunjungan edukatif), yang didukung dengan sistem pembelajaran yang memadukan pendekatan kontekstual, acive learning, dengan pendekatan pembiasaan dan keteladanan. Model ini lebih dekat pada model jaring laba-laba yang menggunakan pendekatan tematik, baru kemudian dikembangkan sub-sub tema dengan memperhatikan kaitannya dengan bidang-bidang studi terkait. Model ini mendukung pembentukan karakter siswa berakhlak mulia, cerdas, kreatif, santun, dan berbudi luhur. Kata kunci: kurikulum terpadu, sekolah Islam fullday, pembangunan karakter Abstract [Integrated Curriculum: A Model of Students’ Character Building at Islamic Fullday School]. The prupose of the study is to describe the model of integrated curriculum implemented in Integrated Islamic Fullday Schools in the context of the students’ character building, where the social setting was at Islamic Junior High School Al Azhar Jambi. By employing a qualitative approach, the study revealed that the School curriculum combines the National Curriculum (K-13) with a number of distingtive Schools program (such as Quran recitation, arabic language, religious practices, educational visits), supported by a learning system that combines a contextual approach, acive learning, habituation, as well as exemplary approaches. This model is closer to the model of webbed that uses a thematic approach, then developed sub-themes with regard relation to the related fields of study This model support the program of students’character building to have a high moral standard, intelligent, creative, polite, and virtuous. Keyword: integrated curriculum, Islamic fullday school, character building

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Efektivitas Pembelajaran Full Day School Terhadap Prestasi Belajar Siswa

AKADEMIKA ◽

10.30736/akademika.v10i1.59 ◽

2017 ◽

Vol 10 (1) ◽

pp. 135-150

Author(s):

M. Zainuddin Alanshori

Keyword(s):

School System ◽

Integrated Curriculum ◽

Day School ◽

Learning System ◽

New Paradigm ◽

Religious Rituals ◽

School Learning ◽

Basic Concepts ◽

Alternative Solutions ◽

Full Day

Educational issues are so dynamic along with the development of the era. for that reason, education is expected to provide added values aimed at achieving prosperity both physically and spiritually. These changes are an important signal to look for alternative solutions. In consequence, education practitioners will think hard to formulate a new paradigm in education. In order to maximize the students' free time to be more useful, then the full day school system is such an answer. Full day School applies the basic concepts of "Integrated-Activity" and "Integrated-Curriculum". This means that all the programs and activities of students in school ranging from learning process to religious rituals are packed in an education system. The full day school learning system focuses on all educational programs and activities in school. And the full day school intensification is to improve students' learning achievement

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Implementasi Kurikulum 2013 di Sekolah Pesantren dengan Sistem Boarding School

Indonesian Journal of Curriculum and Educational Technology Studies ◽

10.15294/ijcets.v6i1.15937 ◽

2018 ◽

Vol 6 (1) ◽

pp. 41-52

Author(s):

Joko Paminto ◽

Tina Rosiana ◽

Budiyono Budiyono ◽

Heri Triluqman Budisantoso

Keyword(s):

Integrated Curriculum ◽

Curriculum Implementation ◽

National Curriculum ◽

Research Result ◽

Curriculum Evaluation ◽

Boarding School ◽

School Curriculum ◽

School Based ◽

Character Building ◽

Plan National

The existence of formal schools under Pesantren (traditional Islamic education) foundation is interesting, because they have unique characters comparing to other schools in general, whereas each Pesantren has its own peculiarity. One of them is Senior High School of Selamat Modern Pesantren, Kendal. This article describes the implementation of Curriculum 2013 in that school based on qualitative research in 2017. The research result indicated that the implementation of Curriculum 2013 established an integrated curriculum from national Curriculum 2013, learning materials from Ministry of Religious aﬀair and unique vision of the modern Selamat Pesantren itself. So there was a combination between the Curriculum 2013, the materials form Ministry of Religious aﬀair which is more Islamic in nature and the programs from boarding system that enrich the student character building and knowledge. Moreover, in this research teachers are central regarding to their position as student’s facilitator and companion, particularly those who actively accompany the dormitory activities. Abstrak Keberadaan sekolah-sekolah formal di bawah naungan yayasan pesantren menarik untuk dikaji, karena pasti memiliki kekhasan tersendiri dibanding sekolahsekolah lain pada umumnya. Terlebih tiap pesantren memiliki kekhasan masingmasing. Salah satu modelnya adalah di Sekolah Menengah Atas Pondok Modern Selamat, Kendal. Artikel ini menggambarkan implementasi Kurikulum 2013 di sekolah tersebut didasarkan pada penelitian berpendekatan kualitatif yang telah dilaksanakan pada 2017. Hasilnya menunjukkan bahwa implementasi Kurikulum 2013 di SMA Unggulan Pondok Modern Selamat, Kendal, menunjukkan karakteristik unik berupa kurikulum yang terpadu antara kurikulum nasional, muatan materi dari Kementerian Agama (Kemenag), dan visi khas dari yayasan pondok pesantren Selamat. Dengan demikian terdapat kombinasi antara orientasi Kurikulum 2013 yang bersifat umum, materi dari Kemenag yang berorientasi memberi bekal ilmu-ilmu keislaman, dan ditunjang oleh program di asrama yang memperkaya pembentukan karakter siswa dan pengayaan penguasaan pengetahuan siswa. Lebih lanjut, guru perannya sangat sentral dalam implementasi kurikulum yang terpadu di sekolah ini karena diposisikan sebagai pendamping siswa, terutama guru-guru yang juga aktif mendampingi kegiatan asrama. Keywords: Boarding school; curriculum implementation; curriculum evaluation; curriculum plan; national curriculum

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Full-Day School in Sorong of West Papua (Study at Al-Izzah Integrated Islamic Primary School in Sorong City)

International Journal of Multi Discipline Science (IJ-MDS) ◽

10.26737/ij-mds.v2i1.1050 ◽

2019 ◽

Vol 2 (1) ◽

pp. 32

Author(s):

Sukman S ◽

Hermanto Hermanto

Keyword(s):

Primary School ◽

School System ◽

Day School ◽

Learning System ◽

Primary Data ◽

School Students ◽

West Papua ◽

Teachers And Students ◽

School Network ◽

Full Day

Full-day School is a learning system by emphasizing to students to be more in school with all existing activities and emphasizes on various educational activities so that students will be more able to explore themselves. With this system is able to shape the character of students by giving or planting moral and religiosity values. In 2016, the full-day school system was announced by the Indonesian Minister of Education and Culture, Mr. Muhajir Efendi and raised the pros and cons for its implementation. Al Izzah Integrated Islamic Primary School in Sorong City West Papua is a leading and favorite private primary school in Sorong City, West Papua, which has been implementing a full-day school system, starting from 2006 until now. The full-day school system implemented by Al Izzah Integrated Islamic Primary School in Sorong City is different from other schools, the time is to go home late in the afternoon but the concept of implementation is different. Full-day school of Al Izzah Integrated Islamic Primary School in Sorong City refers to the Curriculum of the Integrated Islamic School Network. The system is used because the program needs a lot of time. This is a qualitative descriptive research. The primary data source comes from the Chairperson of the Al-Izzah Foundation, the principal, teachers, and students of Al-Izzah Integrated Islamic Primary School in Sorong City. The data collection techniques that are used is observation, interview, and documentation. The data are analyzed by Miles and Huberman method. Student output with the application of a full-day school system at Al Izzah Integrated Islamic Primary School in Sorong City, namely tartil students reading the Qur'an and memorizing at least 2 Juz Al-Qur'an, 5 values in the field of study are complete, dhuha and dhuhur prayers in congregation with awareness, dedicated to parents/teachers, good social behavior, love environment, and independence. The output includes the characters of Al Izzah Integrated Islamic Primary School students who have character, achievement, and independence.

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Implementasi Kebijakan Full Day School Dengan Penanaman Nilai PPK Di SMAN 2 Katingan Hilir

Jurnal Kebijakan dan Pengembangan Pendidikan ◽

10.22219/jkpp.v7i2.12048 ◽

2020 ◽

Vol 7 (2) ◽

Author(s):

Rabiatul Adawiyah ◽

Siti Fatimah Soenaryo

Keyword(s):

Character Education ◽

Extracurricular Activities ◽

School Environment ◽

School Principal ◽

Day School ◽

Young Generation ◽

Education Teacher ◽

Purposive Sampling ◽

Negative Impacts ◽

Full Day

Abstract: The development of the globalization era not only has positive impacts but also negative impacts. It is important to strengthen students' character because globalization hurts the development of the character of the young generation. This study aims to describe the implementation of full-day school policy by instilling the value of strengthening character education (PPK) in SMAN 2 Katingan Hilir. The method in this study is qualitative with a descriptive approach. Data collection techniques are observation, interview, and documentation. The informant selection technique in this study uses purposive sampling, which includes the School Principal, Vice Principal in the Curriculum and Student Affairs, Islamic Agana Education teacher, Citizenship Education teacher, and 5 students. The results of the study indicate that the implementation of full-day school policies by planting PPK values in SMAN 2 Katingan Hilir is carried out through extracurricular, co-curricular and extracurricular activities. Two PPK values are the focus of this research, namely cooperation that can be seen from the students to always work together to apply to help each other, hand in hand to clean and maintain the cleanliness of the school environment. While the value of independence seen from students in doing everything so it is not easy to depend on others.Keywords: Implementation of policies, Full Day School, Strengthening Character Education Abstrak: Perkembangan era globalisasi tidak hanya memberikan dampak yang positif tetapi juga dampak negatif. Penting untuk memberikan penguatan karakter siswa karena globalisasi memiliki dampak negatif terhadap perkembangan karakter generasi muda. Penelitian ini bertujuan untuk mendeskripsikan implementasi kebijakan full day school dengan penanaman nilai penguatan pendidikan karakter (PPK) di SMAN 2 Katingan Hilir. Metode dalam penelitian ini yaitu kualitatif dengan pendekatan deskriptif. Teknik pengumpulan data yaitu observasi, wawancara dan dokumentasi. Teknik pemilihan informan dalam penelitian ini menggunakan purposive sampling, yaitu meliputi Kepala Sekolah, wakil kepala sekolah bidang kurikulum dan kesiswaan, guru Pendidikan Agana Islam, guru Pendidikan Kewarganegaraan, dan 5 orang siswa Hasil penelitian menunjukkan bahwa implementasi kebijakan full day school dengan penanaman nilai PPK di SMAN 2 Katingan Hilir dilakukan melalui kegiatan intrakurikuler, ko-kurikuler, dan ekstrakurikuler. Ada dua nilai PPK yang menjadi fokus penelitian ini yaitu gotong royong yang dapat dilihat dari diri peserta didik untuk selalu berkerja sama menerapkan untuk saling membantu satu sama lain, saling bahu membahu membersihkan dan menjaga kebersihan lingkungan sekolah. Sedangkan nilai mandiri dilihat dari peserta didik dalam melakukan segala hal agar tidak mudah bergantung pada orang lain.Kata kunci: Implementasi kebijakan, Full Day School, Penguatan Pendidikan Karakter

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Pengembangan Kurikulum Terpadu Pendidikan Agama Islam Sistem Full Day School (Studi di Madrasah Ibtidaiyah Al-Mu’minin Kabupaten Ciamis dan Sekolah dasar Islam Terpadu Insantama Kota Banjar)

Jurnal Penelitian Pendidikan Islam ◽

10.36667/jppi.v6i1.158 ◽

2018 ◽

Vol 6 (1) ◽

pp. 132

Author(s):

Norman Ismail ◽

Sumadi Sumadi

Keyword(s):

National Curriculum ◽

Simulation Method ◽

Day School ◽

Assessment Instruments ◽

Education Planning ◽

Assignment Method ◽

Lecture Method ◽

Strategic Plans ◽

Evaluation Of Learning ◽

Full Day

This article demonstrates several research results: First, education planning begins by accommodating parents' wishes, developing vision, mission, and objectives, developing a quality assurance system, developing strategic plans, and formulating program and program assessment instruments. Second, the curriculum is based on national curriculum and local content curriculum. Third, the implementation of learning is based on exemplary method, lecture method, method of habituation, assignment method, environment creation method, tourism work method, storytelling method, storytelling, discussion method, and simulation method. Fourth, the evaluation of learning is focused on the results of the control card or the absence of activities, the activity of the students, and the behavior and character of the students

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Manajemen Pembelajaran Boarding School

PEMBELAJAR Jurnal Ilmu Pendidikan Keguruan dan Pembelajaran ◽

10.26858/pembelajar.v3i1.8632 ◽

2019 ◽

Vol 3 (1) ◽

pp. 24

Author(s):

Sumarlin Mus ◽

Andi Mappincara

Keyword(s):

Extracurricular Activities ◽

Boarding School ◽

Learning By Doing ◽

Learning System ◽

Student Activities ◽

Community Environment ◽

Teachers And Students ◽

School Learning ◽

Full Day ◽

Depth Interviews

The boarding school learning system requires students to stay in one dormitory. Therefore, teachers or educators more easily control the character development of students. Curricular, curricular, extracurricular activities, both in schools, dormitories and the community environment are monitored by the teachers for a full day. The suitability of the boarding system lies in all student activities programmed, arranged and scheduled clearly. This is the basis for researchers to examine how the learning management of schools that apply boarding schools. The research method used to find out the entrepreneurial competencies of principals is by a qualitative approach with principals, teachers, and students. Data collection is done by in-depth interviews. The results of this study concluded that, the implementation of learning at Pesantren Putri Ummul Mukminim had carried out the concept of Fullday school in learning by doing indoor and outdoor learning as a development of the theory gained in the classroom then applied outside the classroom / school.

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