Five-day School Research Articles

Four Years Implementation of Five-Day School: an Evaluation of Education Policy

Four Years Implementation of Five-Day School: an Evaluation of Education Policy

Impacts of the four-day school week on early elementary achievement

This study explores the impact of four-day school weeks on early elementary achievement. Using covariate adjusted regression analyses and data on all students who entered kindergarten in Oregon, USA between 2014 and 2016, we examine differences in 3rd grade math and English Language Arts test scores (i.e., achievement) for students enrolled in a four-day school week versus a five-day school week at kindergarten entry. On average, we find minimal differences between 3rd grade test scores of four-day and five-day students, but there are notable differential effects across the spectrum of these students’ kindergarten readiness scores and educational program participation. We find that above median performers on kindergarten assessments, White students, general education students, and gifted students – student groups that make up more than half our sample – are the most negatively impacted by the four-day school week during the early elementary period. We generally find no statistically significant evidence of detrimental four-day school week achievement impacts for students who were below median performers on kindergarten assessments, minority students, economically disadvantaged students, special education participants, and English as a second language students.

EFEKTIVITAS PEMBELAJARAN PROGRAM SEKOLAH LIMA HARI (PS5H) DI SMK NEGERI 1 SAWIT BOYOLALI

<em>The Five Day School is a learning program in schools that lasts five days a week. This is an educational innovation that aims to improve the quality of education through the effectiveness and efficiency of the use of time in school. The purpose of this program is to help students be able to share time well between academic and non-academic activities which are both very much needed for student development. This study was conducted at SMK Negeri 1 Sawit Boyolali with a qualitative methode approach as a research procedure that produces qualitative descriptive data used is descriptive qualitative data analysis techniques, because the data obtained is in the form of captions. Descriptive data analysis about the effectiveness of </em><em>implementing five-day school program learning. The results showed that the implementation of PS5H learning at SMK Negeri 1 Sawit Boyolali was implemented well. Teachers of SMK Negeri 1 Sawit Boyolali have given teaching appreciation by improving their abilities and skills by paying attention to lessons in class. The use of time with the application of PS5H teaching and learning hours is carried out effectively and provides a time off on Saturdays and learning outcomes at SMK Negeri 1 Sawit Boyolali are expected to achieve teacher during the 100% targeted teaching process with a remedial target. If the remedial has not yet reached the KKM, assignments will be given until they are able to reach KKM</em>

Students' Readiness to Learn in the A Five-Day School Policy in the Public Senior High School of Yogyakarta

The Indonesian government has implemented a five-day school policy, which resulted in the extension of the students' learning period at school. Previously, students learned at school from 07.00 to 13.30. Now, students stay longer at school, which is until 15.30. From the perspective of the students' readiness, the policy is interesting to study. Psychologically, students have a short span of learning concentration. The research aims to analyze the students' learning readiness in the implementation of a five-day school policy. The study belongs to the quantitative type by using a survey to collect the data. The samples are 145 students of senior high schools in Yogyakarta, Indonesia (38.6% male, 61.4% female). The instrument is a questionnaire distributed through Google form, and the data obtained from the questionnaire were analyzed using descriptive statistics and product moment. From the results, the school must establish a policy to improve the students' readiness, particularly the students' attention. The policies can be adopted in the curriculum management and fun learning activities. An advanced study is necessary by employing more various samples, involving schools from several demographics, both private and public, either in the city or in the village. It is to gain representative aspirations for the government in evaluating the five-day school policy.

Public Relations Strategy in the Socialization of Five-Day School Policy as Reconstruction of Indonesia Younger Generation

This report aimed to report how the Education and Culture Ministry responded to the mass media spotlight and public criticism related to full-day school education. The case study method with in-depth interviews and observations were used to collect the data. The study result explained the Education and Culture Ministry carried out public relations strategies such as publications, events, news, and negotiations to socialize full-day school policy and involved non-governmental organizations and community leaders to maximize the results. This program is still a debate in the community but is continuing as an effort to build the character of Indonesia's young generation.Keywords: Strategy public relations, the ministry of education and culture, Five-day school, Young generation-Indonesia. eISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/ebpj.v5iSI1.2290

STRATEGI LOBI DAN NEGOSIASI NAHDLATUL ULAMA (NU) DALAM KONFLIK KEBIJAKAN HARI SEKOLAH

This chapter discusses how the lobbying and negotiation process between the Nahdlatul Ulama (NU) and the government in responding to the five-day school rules stipulated in Permendikbud No. 23 of 2017 concerning School Day until finally Presidential Regulation No. 87 of 2017 concerning Strengthening Character Education (PPK). NU rejects the existence of the five-day school rule because it considers it would destroy the existence of Madrasah Diniyah (Madin) which has long been maintained by NU as a bastion of morality as well as an educational institution that maintains the noble values of Indonesia. Data collection methods used are through primary and secondary data collection in the form of interviews, news analysis, books, and related journals. Various efforts were taken by NU to abolish the five-day school obligation including discussing with Muhammadiyah and lobbying and negotiating with President Joko Widodo. In the process, NU used more Direct Lobbying and Negotiation strategies compared to Muhammadiyah, which in turn led to NU's beneficial results starting from the amendment of the five-day school regulation which was then stipulated in Perpres 87/2017 until NU's success in strengthening Madin's existence through government funding for support the Character Education Program.

Politics of Law on School Days Policy: Legal Reform on Indonesian Education Policy

The research is aimed to identify, analyze, and examine concerning to: (1) what is Permendikbud Law No. 23 of 2017 on the political politics of School Days? And (2) how is the implementation of Permendikbud Number 23 of 2017 concerning School Days in Semarang City? The method of this research is qualitative with the type of sociological juridical legal research. The research explored some information through interviews and observation in some schools in Semarang as well as Education Unit in Semarang Government. The research highlighted that the law politics of School Day in Semarang City included the substance of Permendikbud Number 23 of 2017, namely the strengthening of character education at the high school level, provisions on school days and hours, and implementation of school day provisions. The philosophical reasons for five days of schooling are come up from Pancasila values and the opening of the 1945 Constitution to strengthen character or character as the spirit of the national spirit. Juridical purposes for the five-day school policy are sourced from laws and regulations that every child has the right to education, the provision of learning that is democratic and fair and non-discriminatory, as well as the fulfillment of the obligation to total teaching hours for teachers as employees of the state civil apparatus. The research concluded that the implementation of Minister of Education and Culture Regulation No. 23 of 2017 concerning School Days by State High Schools in the City of Semarang is supported by four aspects of communication, disposition, human resources, and bureaucracy.

Mass Rallies: An Overview of Santri Rejection on the Five-day School Policy in Indonesia

The Regulation of Ministry of Education and Culture No. 23 of 2017 concerning School Day resulted in a tremendous wave of protest. The public takes part in different sides, the pro and the contra. This research uses a hermeneutical paradigm with causal historical analysis. The results of the study show that the refusal among the pesantren community is based on a robust doctrine of the fiqh rules as a form of orthodoxy and adherence to the values taught by the pesantren. Second, the government is playing with language on its policy. In the context of full-day school regulation, the government still uses euphemism as a strategy of education political ethic. Third, Nahdlatul Ulama (NU) has a very central role in rejecting the five-day school policy.

Effects of Four-Day School Weeks on Student Achievement: Evidence from Oregon

Due to increased financial pressures following the Great Recession, a growing number of school districts have switched from a traditional five-day school week to a four-day week schedule. While these shorter school weeks potentially help reduce costs, this study considers the implications these school schedules have on student achievement. This study uses a difference-in-differences analysis using a panel data set of student-level test scores to examine the effects of the adoption of these four-day school weeks on student achievement in the State of Oregon from 2007-2015.I find that these school schedules have detrimental impacts on student achievement, with declines of between 0.044 and 0.053 standard deviations in math scores and declines of 0.033 and 0.038 standard deviations in reading scores. The results suggest that four-day school weeks are more detrimental for the math and reading achievement of boys and the reading achievement of low-income students. Earlier school start times and lost instructional time of nearly three and a half hours a week appear to be the primary mechanisms underlying these achievement losses.

The Four-Day School Week

Although the four-day school week originated in 1936, it was not widely implemented until 1973 when there was a need to conserve energy and reduce operating costs. This study investigated how achievement tests scores of schools with a four-day school week compared with schools with a traditional five-day school week. The study focused on student performance in Colorado where 62 school districts operated a four-day school week. The results of the Colorado Student Assessment Program (CSAP) were utilized to examine student performance in reading, writing, and mathematics in grades 3 through 10. While the mean test scores for five-day week schools exceeded those of four-day week schools in 11 of the 12 test comparisons, the differences were slight, with only one area revealing a statistically significant difference. This study concludes that decisions to change to the four-day week should be for reasons other than student academic performance.

MENAKAR KEBIJAKAN FULL DAY SCHOOL (Studi Analisis Permendikbud No 23 Tahun 2017)

The full day school policy stipulated in the regulation of Education
 and Culture Minister (Permendikbud) Number 23 of 2017 makes
 the anxiety for the education activists who are not ready for the
 consequences of this regulation. The anxiety of these educational
 activists began to disappear when Permendikbud No. 23 of
 2017 was abolished by a higher regulation, namely Presidential
 Regulation (Perpres) No. 87 of 2017 which asserted that the
 five-day school is an option rather than an obligation. In this
 Presidential Decree, there is a gap for educational institutions to
 run the school hours in accordance with Permendikbud No. 23
 of 2017. It becomes interesting to be investigated in the realm of
 educational policy. This study analyzes how the emergence of a
 policy in education, how to implement and evaluate the policies
 that have been applied especially Permendikbud No 23 of 2017
 about school hours, because there are still schools and madrasah
 that use school hours in accordance with this permendikbud.

Evaluation of Five-Day School Program Implementation Using the Model of Contex, Input, Process, and Product

This study aimed at evaluating the implementation of a five-day working program at vocational high schools. This study described the implementation, strengths, and weaknesses of the five-day working program in vocational high schools using a descriptive evaluative method with the model of Contex, Input, Process, and Product. This study was conducted in Vocational High Schools also known as Sekolah Menengah Kejuruan Negeri 2 Karanganyar. The sample of this study consisted of 126 students selected with a quota sampling technique and 10 teachers selected with a purposive sampling technique. Data were collected through observation, questionnaires, interviews, and documentation. The validity of the questionnaire item used logical validation. The results showed that the implementation of the five-day school program was sufficient but not fully achieved. The program can improve students' knowledge and skills and students’ activities are easier to be controlled. In the other hand, the school’ readiness to implement the five-day school program is not optimal indicated by not all teachers use interesting learning media and methods, and the teachers’ teaching performance during the day is decreased.

学校週5日制に関する保護者の意識と教育政策課題(IV 投稿論文)

学校週5日制に関する保護者の意識と教育政策課題(IV 投稿論文)

PERAN FASILITATOR GURU DALAM PENGUATAN PENDIDIKAN KARAKTER (PPK)

This paper aims to discuss the role of teacher facilitators in strengthening character education, especially n relation to the issuance of Permendikbud Number 23 Year 2017 on Five Day School (FDS) which requires teacher work hours for 8 (one hour) a day. LHS has double function. On one hand, FDS as an effort to enable teachers to fulfill their teaching hours 24 hours in a week, on the other hand as an effort to strengthen character education of students. Implicitly, strengthening character education is to support the optimization of teacher roles as part of the educational ecosystem and people who are at the forefront of learning. The role of teachers, especially as facilitators in the implementation of character education becomes the entry point of its success, and also as a vehicle to meet the needs of teacher teaching hours. This paper presents ideas on 13 facilitator’s roles that teachers can do. The application of FDS is expected to be filled by the role of facilitators presented in this paper, so it needs to be widely disseminated so that the school as soon as possible apply it.

学校経営との関連を中心に(課題研究報告1 : 学校5日制と教育課程の編成)

学校経営との関連を中心に(課題研究報告1 : 学校5日制と教育課程の編成)

教育行政との関連を中心に(課題研究報告1 : 学校5日制と教育課程の編成)

教育行政との関連を中心に(課題研究報告1 : 学校5日制と教育課程の編成)

Is the Four-Day School Week Detrimental to and Student Success?

School districts across the United States are implementing four-day school weeks. This study looks at the relationship between student achievement in the four-day school week compared to student achievement in the five-day school week. This analysis focused on a common criteria referenced test given to all students over a period of seven years in a single western state. The study provided conclusive evidence that students in the four-day week did not performed as well, over time, when compared to students in the traditional five-day week settings.

An exploration of ways to improve the connection between school curricula and local programs for the five-day school week system

An exploration of ways to improve the connection between school curricula and local programs for the five-day school week system

Operating State and Revitalization Plans of Saturday P.E. Programs in the Five-Day School Week

Operating State and Revitalization Plans of Saturday P.E. Programs in the Five-Day School Week

Adolescent's activity needs and policy related Five-Day school week

This study conducted five day school week as seeking direction for programs and policies that meet the needs of weekend activities want the satisfaction of youth to find out what to investigate. For purpose, actually a lot since five day school week and weekend programs whether or not to participate, hope to weekend programs, weekend activities operating in the way were examined. Findings, for the first five day schol week of youth satisfaction than girls, boys lower was, since five day school week and weekend program participation rates were lower. Most since five day school week in activities with friends, sleep, games or Internet, hobby alone, watching TV, family and activities in order appeared. Young people can study their aptitude to live autonomously in a student-centered curriculum of education is required, arising from a rapidly changing society and human relationships, social problems, to respond to a variety of leisure time, and to participate in the program will be provided an opportunity. Lessons five day school week, increased leisure time of youth, school, and community for the desired program, you will need to plan and operate with local conditions.