A critical examination of the educational policy discourse on/for school extra-curricular activities – a Deweyan perspective

Raffo, Carlo; Forbes, Claire

doi:10.1080/03054985.2020.1835625

Cited by 5 publications

(5 citation statements)

References 22 publications

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“…Sebagian siswa mengidentifikasi perolehan keterampilan non-akademik sebagai hasil yang lebih signifikan dari keterlibatan mereka mengikuti science club. Keterampilan non akademik yang mengalami peningkatkan meliputi kolaborasi dan kerjasama tim, keterampilan kepemimpinan dan komunikasi, kepercayaan diri dalam belajar serta meningkatkan daya tahan siswa (Siddiqui, Gorard & See, 2019;Buckley & Lee, 2021;Raffo & Forbes, 2020). Berdasarkan temuan-temuan tersebut, memberikan bukti bahwa ekstrakurikuler science club khusus disiplin ilmu dapat memfasilitasi proses pembelajaran yang lebih baik dan merekomendasikan agar kegiatan ekstrakurikuler berbasis disiplin ilmu harus dipromosikan untuk mendukung proses pembelajaran.…”

Section: Pendahuluanunclassified

Pendampingan Pengelolaan Aktivitas Laboratorium Untuk Meningkatkan Pemahaman Dan Ketrampilan Dasar Uji Mikrobiologi Serta Pemanfaatan Mikroba Dalam Pengolahan Makanan Bagi Siswa Peserta Ekstrakurikuler Science Club Di Sma Katolik Santa Maria Surabaya

Sutedja,

Kusumawati,

Nugerahani

et al. 2024

JAI

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Science club merupakan merupakan salah satu kegiatan ekstrakurikuler di SMA Katolik Santa Maria Surabaya yang menjadi mitra dalam kegiatan abdimas. Kegiatan abdimas bertujuan melakukan pendampingan pengelolaan aktivitas laboratorium untuk meningkatkan pemahaman dan ketrampilan teknik mikrobiologi dasar serta pemanfaatan mikroba dalam pengolahan makanan bagi siswa peserta science club. Abdimas dilakukan dalam tiga tahap perlaksanaan yaitu preparasi, pendampingan pengelolaan aktivitas laboratorium dan evaluasi. Preparasi dilakukan untuk mengidentifikasi permasalahan dalam penyelenggaraan kegiatan science club disekolah mitra. Pelaksanaan pendampingan aktivitas laboratorium meliputi pembuatan materi ajar untuk pelaksanaan kegiatan science club, pelatihan bagi guru pendamping science club dan laboran, serta penyelenggaraan kegiatan praktikum bagi siswa peserta science club. Evaluasi untuk melihat ketercapaian tujuan abddimas dilakukan melalui pemberian kuis dan kuesioner untuk siswa peserta science club. Kegiatan abdimas menghasilkan buku "Panduan Dasar Uji Mikrobiologiâ€ dan leaflet tentang â€Fermentasi Yoghurtâ€ untuk pelaksanaan kegiatan praktikum bagi siswa peserta science club. Pelatihan yang diadakan selama abdimas memberikan ketrampilan pada guru pembina dan laboran dalam mempersiapkan dan mengelola aktivitas praktikum di laboratorium. Praktikum yang diberikan kepada siswa selama kegiatan abdimas dapat meningkatkan pengetahuan dan keterampilan tentangdasar uji mikrobiologi dasar dan pemanfaatan mikroba dalam fermentasi yoghurt bagi siswa peserta ekstrakurikuler science club. Berdasarkan data hasil kuesioner, setelah mengikuti aktivitas laboratorium yang diberikan, memberi dampak bagi sebagian besar siswa peserta science club (98%) memiliki kemampuan mempraktekkan teknik dasar uji mikrobiologi dan menerapkan prinsip kerja aseptis untuk memanfaatkan mikroba dalam fermentasi yoghurt.

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Section: Pendahuluanunclassified

Pendampingan Pengelolaan Aktivitas Laboratorium Untuk Meningkatkan Pemahaman Dan Ketrampilan Dasar Uji Mikrobiologi Serta Pemanfaatan Mikroba Dalam Pengolahan Makanan Bagi Siswa Peserta Ekstrakurikuler Science Club Di Sma Katolik Santa Maria Surabaya

Sutedja,

Kusumawati,

Nugerahani

et al. 2024

JAI

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“…Other studies have constructed their frameworks around the ownership of the various ECAs and the implications for perceived gains of ECA. This includes the impact of ECAs on selfefficacy (Attarwala, 2015;Raffo & Forbes, 2020;Bekomson et al, 2020), academic and learning outcomes (Storey, 2010;GEC, 2018;Behtoui, 2019;Donnelly et al, 2019), impact on peer interaction, social capital, and friendships (Fredricks & Simpkins, 2012;Simpkins, Vest, Delgado, & Price, 2012), teamwork, social skills, managing emotions (Braund & Reiss, 2006;Siddiqui, Gorard & See, 2019;Buckley & Lee, 2021) and resilience (Raffo & Forbes, 2020).…”

Section: Theoretically Framing the Literature On Extra-curricular Act...mentioning

confidence: 99%

“…These examples typify the complexity, on the one hand, and the potential inconsistency, on the other hand, that can manifest with the use of various theoretical frameworks. For example, while Raffo & Forbes (2020) offer a framework of ECAs that can go beyond the mainstream school curriculum, other studies present ECAs that are aligned with the curriculum and labeled as co-curricular (GEC, 2018). It is viable to argue, therefore, that ECA activities are complex and may be designed to have varying foci.…”

Section: Theoretically Framing the Literature On Extra-curricular Act...mentioning

confidence: 99%

“…This can promote students' attitudes towards learning in the ASSC activities, but at the same time, it leaves open questions about the effect that the absence of formal assessments may have on students' attainment. Congruently, Raffo & Forbes (2020) assert that the attainment of students can be promoted through these non-cognitive skills mentioned and can be transferred into the mainstream classroom for cognitive capabilities. This resonates with the views of Donnelly et al (2019), who argue that by their very nature, these activities encourage academic achievement even though this might not be the original objective.…”

Section: The Impact Of Assc On Students' Learningmentioning

confidence: 99%

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The Impact of After School Science Club on the Learning Progress and Attainment of Students

Magaji¹,

Ade-Ojo²,

Bijlhout³

2022

INT J INSTRUCTION

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This study reports the measured impact of attendance at after school science club (ASSC) on the progress and attainment of Key stages 3 and 4 students in a coeducation academy in the UK. The research was experimental in design and collected data from both a control and an experimental group of participants, 17 and 140 respectively. Data were collected through observation, questionnaires, focus groups and test performance scores. The data were subjected to various statistical analyses using SPSS. The means of performance scores for students in both control and experimental groups were tested for significance at different time points using Welch's T-test, and the effect of the ASSC on science performance scores across the different time points for both groups was tested (pre and posttests) using the Kruskal Wallis test. The questionnaire was analyzed using thematic analysis with recurrent themes identified following a process of coding to establish the skills that students can gain from attending and participating in an ASSC. The study found that the experimental group, who attended ASSC showed improvements in their academic attainment although most participants identified the acquisition of non-academic skills as the more significant outcome of their engagement. These skills included collaboration and teamwork, leadership and communication skills, and confidence in learning. Drawing on the findings, the study provides evidence that discipline-specific after-school clubs can facilitate learning and recommends that discipline-informed extra-curricular activities should be promoted in facilitating learning in STEM subjects.

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“…Studies consistently show that engagement in EAs leads to enhanced non-cognitive outcomes, improving collaboration and communication skills (Eccles et al, 2003;See et al, 2017). Moreover, EAs increase civic engagement (Fredricks & Eccles, 2006;Raffo & Forbes, 2021) and reduce risk behaviour, such as substance use or youth delinquency (Feldman & Matjasko, 2005).…”

Section: Introductionmentioning

confidence: 99%

Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio‐economic differences in non‐cognitive and cognitive outcomes

Palou,

Ursin,

Demanet

2024

Euro J of Education

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Engaging in extracurricular activities is known to affect both cognitive and non‐cognitive outcomes, but there is social inequality in access to these activities. In this study, we examine the role of extracurricular activities in moderating the relationships between secondary school students' social background and their cognitive and non‐cognitive outcomes. Secondly, we examine variations in these relationships among three European cities that represent different educational systems in managing student heterogeneity. Based on the study findings, the effects of extracurricular activities on academic outcomes varied with regard to measured skills and the city of study. Extracurricular activities were related to enhanced interpersonal skills in all cities studied. However, in Turku and Ghent, extracurricular activities buffered the socio‐economic gradient in interpersonal skills, whereas in Barcelona, such activities increased it. Rather surprisingly, in all cities, engaging in extracurricular activities magnified the effect of socio‐economic status on cognitive skills.

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A critical examination of the educational policy discourse on/for school extra-curricular activities – a Deweyan perspective

Cited by 5 publications

References 22 publications

Pendampingan Pengelolaan Aktivitas Laboratorium Untuk Meningkatkan Pemahaman Dan Ketrampilan Dasar Uji Mikrobiologi Serta Pemanfaatan Mikroba Dalam Pengolahan Makanan Bagi Siswa Peserta Ekstrakurikuler Science Club Di Sma Katolik Santa Maria Surabaya

Pendampingan Pengelolaan Aktivitas Laboratorium Untuk Meningkatkan Pemahaman Dan Ketrampilan Dasar Uji Mikrobiologi Serta Pemanfaatan Mikroba Dalam Pengolahan Makanan Bagi Siswa Peserta Ekstrakurikuler Science Club Di Sma Katolik Santa Maria Surabaya

The Impact of After School Science Club on the Learning Progress and Attainment of Students

Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio‐economic differences in non‐cognitive and cognitive outcomes

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