Implementasi Kebijakan Full Day School Terhadap Penguatan Pendidikan Karakter Siswa Di SMA Negeri 2 Katingan Hilir

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Rabiatul Adawiyah ◽  
Siti Fatimah Soenaryo
Keyword(s):  
High School ◽  
Character Education ◽  
School Environment ◽  
School Policy ◽  
Senior High School ◽  
Day School ◽  
School Conditions ◽  
School Activities ◽  
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 the character of students because globalization hurts the development of the character of the younger generation. The study aims to find the application of the full-day school policy for improved student's education in Senior High School 2 Katingan Hilir Katingan Regency, along with the obstacles encountered and the results of the ongoing implementation. Research methods are qualitative with a descriptive approach. This research is done in Senior High School 2 Katingan Hilir regency Katingan. Data collection techniques: observation, interviews, and documentation. Results of research: the implementation of full-day school policy against enhanced character education is the policy of the provincial educational service government as a reference school and became the only full day school of 2017. Implementation of full-day school policy against improved student education: lack of student participation and teachers in full-day school, extremely hot and barren school conditions, inadequate infrastructure, teachers and undisciplined students and always late. Whereas the external factor is the parents' less proactive toward school activities and policies. The result of the implementation of the full-day school policy on the strengthening of students' character education: the value of partnership seen by the learners is always working together to apply to each other's help, shoulder to shoulder to clean and maintain school environment, the independent value of learners in doing all things to avoid being easy 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 berdampak negatif terhadap perkembangan karakter generasi muda. Penelitian ini bertujuan untuk mengetahui implementasi kebijakan full day school terhadap penguatan pendidikan karakter siswa di SMAN-2 Katingan Hilir Kabupaten Katingan Kalimantan Tengah., beserta kendala yang dihadapi dan hasil atas implementasi yang telah berlangsung. Metode penelitian kualitatif dengan pendekatan deskriptif. Penelitian dilakukan di SMAN-2 Katingan Hilir. Teknik pengumpulan data: observasi, wawancara dan dokumentasi. Hasil penelitian: Implementasi kebijakan full day school terhadap penguatan pendidikan karakter merupakan kebijakan Pemerintah Dinas Pendidikan Provinsi sebagai sekolah rujukan dan menjadi satu-satunya sekolah full day school tahun 2017. Kendala implementasi kebijakan full day school terhadap penguatan pendidikan karakter siswa: kurangnya partisipasi siswa dan guru dalam pelaksanaan full day school, kondisi sekolah yang sangat panas dan gersang, sarana prasarana belum memadai, guru-guru dan siswa yang tidak disiplin dan selalu datang terlambat. Sedangkan faktor eksternal adalah kurang proaktifnya orang tua siswa terhadap kegiatan dan kebijakan sekolah. Hasil dari implementasi kebijakan full day school terhadap penguatan pendidikan karakter siswa: nilai gotong royong dilihat dari peserta didik selalu berkerja sama menerapkan untuk saling membantu satu sama lain, saling bahu membahu membersihkan dan menjaga kebersihan lingkungan sekolah, 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 

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

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

scholarly journals Model Pengelolaan Full day school untuk Menumbuhkan Karakter Islami pada Siswa SMA di Kota Surakarta

2021 ◽  
Vol 2 (1) ◽  
pp. 1-17
Author(s):  
Bagus Wahyu Setyawan
Keyword(s):  
High School ◽  
Classroom Management ◽  
Character Education ◽  
School System ◽  
Time Management ◽  
Senior High School ◽  
Day School ◽  
Management Model ◽  
Religious Activities ◽  
Full Day

The education system develops more dynamically and massively. Learning systems and models are developed to positively influence the character development of students. This research specifically aims to describe and explain the full-day school management model in high schools in Surakarta. After using a purposive random sampling method, the sources of data in this research include Muhammadiyah I Senior High School Surakarta and Al-Abidin Boarding Senior High School. The data were collected using three techniques (field observation, interview, and documentation). It was found that there are several stages in the management of full-day school, including planning, annual work program preparation, and classroom management stages. The planning begins with an evaluation of the teaching and learning activities of the school year that has already taken place and a review of the school's vision and mission. The program preparation is presented at the program preparation meeting attended by all school residents for the next one-year program. Classroom management in the full-day school system includes timetable management, break time management, giving ice breaking, and management of religious activities and excellent programs.Keywords: management model; character education; Islamic character; full day school system

scholarly journals Implementasi Program Full Day School Dalam Meningkatkan Akhlak Peserta Didik

2021 ◽  
Vol 14 (2) ◽  
pp. 200-220
Author(s):  
Siti Ainun Jariyah ◽  
Ishmatun Nihayah
Keyword(s):  
High School ◽  
Learning Process ◽  
Field Research ◽  
Senior High School ◽  
Day School ◽  
After School ◽  
Teaching Staff ◽  
Student Activities ◽  
Class D ◽  
Full Day

Full day school is a learning process program conducted a full day. Where student activities regarding the learning process are carried out more at school rather than at home, to avoid and minimize negative student activities after school. This study used field research which was classified into qualitative descriptive. The method of data collection used the interview, observation, and documentation. The method of data analysis used data reduction, data presentation, and concluding. After researchers conducted research at Pacet 1 Public Senior High School, the findings of researchers 1) Implementation of full day school programs in schools. The learning process starts at 6:45 a.m. to 3:30 p.m., taking breaks for two times. (b) the implementation of learning is carried out all day long for the interior and adding material, (c) the teaching staff and the placement of students in the morning class are differentiated in the afternoon class, (d) the implementation of learning in class is mostly carried out outside the classroom so that students do not get bored. 2) While the Implementation of the Full Day School Program in Improving the Morals of Students in Pacet 1 Public Senior High School, namely: (a) the addition and strengthening of religion wherein the material is directly related to morals, (b) the existence of superior programs such as: designed education Based on tawhid, education that is not limited to theory and which is easily applied by students in everyday life. (c) the methods used are: habituation method, exemplary, giving advice.  

scholarly journals The Cultural Value and Character Education of Full Day School Implementation in Indonesia

2019 ◽  
Vol 9 (2) ◽  
pp. 3313-3318
Keyword(s):  
Character Education ◽  
Cultural Values ◽  
Extracurricular Activities ◽  
School Environment ◽  
Day School ◽  
Cultural Value ◽  
Teacher Student ◽  
Teachers And Students ◽  
Local Traditions ◽  
Full Day

This qualitative paper investigated how full-day school is viewed from the aspect of character education and the formation of cultural values for students. The results were obtained that the learning process by extending learning time is an activity in instilling character education through interaction between teacher, student, and the school environment. Character education is carried out through extracurricular activities, carrying out intense and ongoing communication between teachers and students and organizing routine diversity activities. The implementation of the full-day school policy is also an effort to encourage awareness of students through cultural activities as a step to instill concern and love for the values of local traditions in the city of Bengkulu by conducting music, dance and other creative activities.

scholarly journals DESAIN DAN IMPLEMENTASI PEMBELAJARAN FULL DAY SCHOOL DALAM PENGEMBANGAN KEMANDIRIAN SISWA

1970 ◽  
Vol 1 (3) ◽  
pp. 251-276
Author(s):  
Anis Fauzi ◽  
Lilis Solihah
Keyword(s):  
High School ◽  
Data Collection ◽  
Boarding School ◽  
Senior High School ◽  
Day School ◽  
Learning System ◽  
Primary Data ◽  
Research Subjects ◽  
Learning Program ◽  
Full Day

The independence of learning is very important to apply in the environment and educational institutions through the design and implementation of a full day school learning system. Children of school age who is experiencing a period of growth and development of language and social relationships require wider to develop social concepts. This research is a Mixed Research study using Sequential Merge forms. The researcher used both studies in sequence. Primary data from this study were obtained from the results of observations and interviews with research subjects consisting of principal, vice principal of Curriculum Field, Educators, and Staff, Students, School Committees and Parents. Secondary data in this study are books, research journals, or articles related to this research, as well as supporting documents in this study. In this study the authors took a sample of 10% of the population, thus getting 50 students. Data obtained from the results of the questionnaire discussion are processed using a Likert scale. Data analysis in qualitative research is carried out when data collection takes place, and after data collection, and after completion of data collection in a certain period. The results of this study are: First, Islamic Senior High School 2 of Serang City combines the National Curriculum (2013 Curriculum) and Islamic School Curriculum; Secondly, Islamic Senior High School 2 has not been full day if they see the characteristics of a full day five working days, but at the level of practice the learning burden has exceeded full days, not to mention there is a teaching and learning program held at the Boarding School; Third, learning the independence of students is carried out inside and outside the classroom for competitive advantage, whereas for more cooperative excellence it is obtained in the boarding school.

scholarly journals Occupational Well-Being of School Staff in Full Day and Half Day School Teachers

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Ulifa Rahma ◽  
Yulia Dwi Anggreni ◽  
Faizah Faizah ◽  
Yuliezar Perwira Dara
Keyword(s):  
High School ◽  
Working Conditions ◽  
Professional Competence ◽  
Well Being ◽  
Senior High School ◽  
Day School ◽  
School Staff ◽  
School Teachers ◽  
Working Community ◽  
Full Day

This research is a phenomenology study in qualitative about the portrayal of occupational well-being of school staff at Full Day School and Half Day School in Senior High School teachers, which is based on Saaranen's theory (2012). The interviews were used as data. Purposive sampling, eight primary teachers were selected, including four teachers from Universitas Negeri Malang Laboratory Senior High School as the full-day school and four teachers from Panjura Senior High School as a half-day school. Milles and Huberman were used as the data analysis following by triangulation techniques. The results showed that full-day and half-day schools needed to maintain the positive aspects that were fulfilled and improve improvement. A full-day school, the elements that have fulfilled are the workers' health and resources, professional competence, working conditions, and working communities. Meanwhile, the factors that have fulfilled are the aspects of the working community, the workers’ health and resources, and professional competence at half day school. In contrast, the element that needs to improve in this school is working conditions. Penelitian ini merupakan penelitian kualitatif jenis fenomenologi mengenai gambaran occupational well-being of school staff pada guru Sekolah Menengah Atas Full Day School dan Half Day School, yang berdasar pada teori Saaranen (2012). Data yang digunakan oleh peneliti melalui wawancara, dengan menggunakan purposive sampling sebanyak delapan guru primer diantaranya empat guru di SMA Laboratorium Universitas Negeri Malang sebagai sekolah full day dan empat guru di SMA Panjura sebagai sekolah half day. Analisis data yang digunakan yaitu analisis data Milles dan Huberman serta menggunakan teknik triangulasi sumber. Hasil penelitian menunjukkan bahwa sekolah fullday dan halfday perlu mempertahankan aspek positif yang terpenuhi dan meningkatkan hal yang masih perlu diperbaiki. Pada sekolah full day, aspek yang telah terpenuhi yaitu aspek workers health and resources, professional competence, working conditions dan working community. Pada sekolah half day, yang telah terpenuhi yaitu aspek working community, workers health and resources, dan professional competence, sedangkan untuk aspek yang perlu ditingkatkan pada sekolah ini yaitu aspek working conditions. 

scholarly journals THE IMPLEMENTATION OF FULL DAY SCHOOL AT SENIOR HIGH SCHOOL IN BULELENG REGENCY YEAR 2019/2020

2020 ◽  
Vol 8 (2) ◽  
pp. 58
Author(s):  
G. H. Prasetya ◽  
P. K. Nitiasih ◽  
L. G. R. Budiarta
Keyword(s):  
High School ◽  
Senior High School ◽  
Day School ◽  
School Teachers ◽  
Advantages And Disadvantages ◽  
Full Day ◽  
11Th Grade ◽  
Descriptive Qualitative

This study aimed to 1) investigate students’ perception on the implementation of the full day school in SMAN 1 Singaraja and SMAN 4 Singaraja 2) investigate teachers’ perception on the implementation of the full day school in SMAN 1 Singaraja and SMAN 4 Singaraja 3) investigate strength and weakness on the implementation of the full day school in SMAN 1 Singaraja and SMAN 4 Singaraja. The design used in this study was descriptive qualitative. The subjects of this study were 11th-grade students and teachers from SMAN 1 Singaraja and SMAN 4 Singaraja. The result showed that 1) the students’ perception on the implementation of Full Day School in SMAN 4 Singaraja and SMAN 1 Singaraja are categorized as positive. 2) the teachers’ perception on the implementation of Full Day School in SMAN 4 Singaraja and SMAN 1 Singaraja are categorized as positive. 3) the strengths of the full-day school were developing teacher’s creativity in terms of teaching and developing students’ creativity in terms of affective, cognitive and psychomotor 4) The weakness the students could be bored because of additional hours of learning Keywords: Advantages and disadvantages, Full day school, Teachers’ perception, Students’ perception

Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia

2020 ◽  
Author(s):  
Yeny Kusumawati ◽  
◽  
Fresty Africia ◽  
Keyword(s):  
High School ◽  
Policy Implementation ◽  
School Environment ◽  
School Policy ◽  
School Environments ◽  
Analysis Technique ◽  
Edward Iii ◽  
Homeroom Teachers ◽  
Guidance Teachers ◽  
Resource Factor

ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: [email protected]. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01

scholarly journals Turning the Japanese High School Homeroom Period Into an Opportunity to Communicate in English

2016 ◽  
Vol 40 (5) ◽  
pp. 9
Author(s):  
Hatsuko Itaya
Keyword(s):  
High School ◽  
School Environment ◽  
Basic Skills ◽  
Senior High School ◽  
English Classes ◽  
School Year ◽  
High School Environment ◽  
English I ◽  
Speaking Skills

This paper reports on an attempt to increase students’ exposure to communicative English in a senior high school environment. Despite common awareness of the importance of exposure “to develop students’ communication abilities” (MEXT, 2011, p.1), research shows that activity-based all-English classes are not always conducted. Other research has also revealed that even with classes taught entirely in English, the total hours are not enough for the acquisition of basic skills of English. Therefore, in order to increase exposure to communicative English, I conducted morning and afternoon homeroom periods in English for two years [EHR]. In addition, one student per lesson gave a one-minute speech in English during the morning HR every day. Most of the students reported that EHR was instrumental in developing their comprehension and speaking skills, and at the end of each school year, they chose to continue EHR in the following school year. 本稿では、高校の授業外で生徒が英語でコミュニケーションをする時間を設けた実践例を紹介する。ｺﾐｭﾆｹｰｼｮﾝ能力を育成するためには、実際に英語でコミュニケーションをする機会が必要である。しかし現場では必ずしも英語で授業が行われているわけではないとの報告がある。また、仮に全授業をオールイングリッシュで行ったとしても、基本的なコミュニケーション能力を養成するのに十分ではないという研究もある。そこで、実際に英語を使う時間を増やす目的で、朝と帰りのホームルームを2年間英語で行った。また朝のホームルームで1日一人の生徒が「英語1分スピーチ」を行った。年度末のアンケートでは、生徒が英語ホームルームの成果を実感し、次年度も継続したいと望んでいることがわかった。

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