Yıl 2018, Cilt 4, Sayı 10, 127 - 134, 30.04.2018
Öz
Kaynakça
- Bampechat, J. (1992). The Role of Parent Involvment in Childrens’ Academic Achievement Beni. (2015). Peran Lingkungan dalam Pendidikan Berthelon,M, et al. (2016). Longer School Effect from A Full Day School Reform in Chile Cannon, J. (2005). Is Full Better than Half? Examining the Longitudinal Effects of Full-day Kindergarten Attendance Carnes, G and Albrecht, N. (2007). Academic and Social Emotional Effects of Full Day Kindergarten: The Benefits of Time Elington. (2011). The Role of Familyy Time on A Oung Child’s Overall Development Gibbs, C. (2014). Experimental Evidence on Early Intervention: The Impact of Full-day Kindergarten Gkoratsa, A. (2013). The Impact of Greek All Day School on Teachers, Students, and Parents Live Hasan. (2006). Full Day School (Model AiternatifBelajar Bahasa Asing) Hilalee, S. (2002). The Woman’s Role in Building the Successful Household Kidron, et al. (2014). The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes: Findings from a Meta analytic review Musthofa, G. (2014). Implementasi Full Day School untuk Meningkatkan Prestasi Belajar Siswa MAN Rengel JawaTimur Nielsen. (2006). The Teacher’s Role Nurhayati, I, et al. (2014). Penerapan Sistem Pembelajaran Fun and Full Day School untuk Meningkatkan Religiusitas Peserta Didik Di SDIT Al Islam Kudus Pitubaeva, T. (2014). The Effect of Holidays on Revenue of Hotels in South Karelia Region of Finland Within the Context of Its Significant Impact on Revenue Management Rizky, A. (2015). Problematika Pembelajaran System Full Day School Siswa Kelas 1 Sdit Al-Irsyad Tegal Tobari. (2017). The Characteristics of the Full Day School Based Elementary School Unayah, et al. (2015). The Phenomenon of Juvenile Delinquency and Criminality
IMPLEMENTING FULL DAY SCHOOL IN INDONESIA: “ANALYSING IMPACTS ON STUDENTS, TEACHERS, AND SCHOOL STAKEHOLDERS”
Yıl 2018, Cilt 4, Sayı 10, 127 - 134, 30.04.2018Öz
This research aims to investigate the impact of implementing full day school in Indonesia toward students, teachers, and school stakeholders. This research used a descriptive qualitative research as the method in order to gain direct explanation about the impact of that policy from its scope. To achieve the objectives of this research, In-Depth interview and Focused Group Discussion with students, teachers, and school stakeholders were conducted to gain data. Some samples from elementary school, junior, and senior high school (students, teachers, and school stakeholders) were taken. The number of interviewee is 25, consists of 6 school stakeholders, 10 students, and 9 teachers from different level. The data was analyzed by using content analysis oward interview result. There are four steps to analyse the interview result; transcribing, reducing, displaying, and drawing conclusion. Based on the interview result, the impact of implementing full day school on students classified into four categories; social impact, physical impact, psychological impact, and cognitive impact. Impacts on teachers are classified into two categories; personal impact and professionalism impact, then Impacts on school stakeholders.
Anahtar Kelimeler
Kaynakça
- Bampechat, J. (1992). The Role of Parent Involvment in Childrens’ Academic Achievement Beni. (2015). Peran Lingkungan dalam Pendidikan Berthelon,M, et al. (2016). Longer School Effect from A Full Day School Reform in Chile Cannon, J. (2005). Is Full Better than Half? Examining the Longitudinal Effects of Full-day Kindergarten Attendance Carnes, G and Albrecht, N. (2007). Academic and Social Emotional Effects of Full Day Kindergarten: The Benefits of Time Elington. (2011). The Role of Familyy Time on A Oung Child’s Overall Development Gibbs, C. (2014). Experimental Evidence on Early Intervention: The Impact of Full-day Kindergarten Gkoratsa, A. (2013). The Impact of Greek All Day School on Teachers, Students, and Parents Live Hasan. (2006). Full Day School (Model AiternatifBelajar Bahasa Asing) Hilalee, S. (2002). The Woman’s Role in Building the Successful Household Kidron, et al. (2014). The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes: Findings from a Meta analytic review Musthofa, G. (2014). Implementasi Full Day School untuk Meningkatkan Prestasi Belajar Siswa MAN Rengel JawaTimur Nielsen. (2006). The Teacher’s Role Nurhayati, I, et al. (2014). Penerapan Sistem Pembelajaran Fun and Full Day School untuk Meningkatkan Religiusitas Peserta Didik Di SDIT Al Islam Kudus Pitubaeva, T. (2014). The Effect of Holidays on Revenue of Hotels in South Karelia Region of Finland Within the Context of Its Significant Impact on Revenue Management Rizky, A. (2015). Problematika Pembelajaran System Full Day School Siswa Kelas 1 Sdit Al-Irsyad Tegal Tobari. (2017). The Characteristics of the Full Day School Based Elementary School Unayah, et al. (2015). The Phenomenon of Juvenile Delinquency and Criminality
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Sosyal |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Nisan 2018 |
| Başvuru Tarihi | 4 Şubat 2018 |
| Kabul Tarihi | 17 Nisan 2018 |
| Yayınlandığı Sayı | Yıl 2018, Cilt 4, Sayı 10 |
Kaynak Göster
| EndNote | %0 International E-Journal of Advances in Education IMPLEMENTING FULL DAY SCHOOL IN INDONESIA: “ANALYSING IMPACTS ON STUDENTS, TEACHERS, AND SCHOOL STAKEHOLDERS” %A Misnur Hidayanti %T IMPLEMENTING FULL DAY SCHOOL IN INDONESIA: “ANALYSING IMPACTS ON STUDENTS, TEACHERS, AND SCHOOL STAKEHOLDERS” %D 2018 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 4 %N 10 %R doi: 10.18768/ijaedu.419515 %U 10.18768/ijaedu.419515 |
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