Humanizing the Classroom: Praxis of Full Day School System in Indonesia

Abstract

The full day school program is a new model in the education management system in Indonesia. This phenomenon is interesting because there is a paradox in it. Education in Indonesia is often criticized for the learning which is too heavy, but the full day school program gets a positive response from the community although it has longer school hours. This research aims to answer the questions; 1) How is a full day school praxis program in Indonesia? Second, how is the implementation of humanizing the classroom learning program in schools that implement the full day school program? This research is a qualitative research with locus at Islam Terpadu Salsabila Elementary School (SDIT Salsabila), Yogyakarta. Research subject is determined by purposive sampling. Method of data collections are: 1) participant observation, 2) in-depth interview, 3) questionnaire, and 4) document analysis. Data analysis technique is inductive-qualitative. The results are; First, the full day school program in Indonesia is growing as a result of the increasing number of busy working parents. They do not have the opportunity to accompany their children at home because they are busy working from morning to evening. The full day school program is an educative solution for them. Secondly, humanizing the classroom is implemented through students’ active involvement in the classroom and the learning process is democratic and fun. This approach is a solution so that students do not feel boredom in learning although they spent their time throughout the day at school.

Manajenem Sekolah Berbayar Sampah dalam Pembentukan Karakter Kemandirian dan Parenting di Sekolah Dasar

“…Faktanya Pendidikan Dasar sampai janjang pendidikan tinggi di Indonesia hanya mengejar proses pembelajaran sesuai dengan target pembelajaran bukan kepada suatu konsep (Julia & Supriyadi, 2018), karena sistem pendidikan di Indonesia lebih menyenangi segala sesuatu yang dianggap sama yang diukur melalui standar nilai bukan kepada kecakapan (Faisal & Martin, 2019;Parker, 2017;Sheehy, Kaye, & Rofiah, 2019;Suyatno & Wantini, 2018), dan yang paling menyedihkan betapa rendahnya penanaman karakter di Sekolah. Guru-guru yang mengajar di kelas lebih mengejar pencapaian pembelajaran bukan menerapkan bagaimana penerapan pendidikan karakter dalam suatu proses pembelajaran.…”

Can Humanizing Classroom Meet EFL Learners’ Needs?

“…In order to do this act of "humanizing", teachers should not only consider a lot of pedagogical aspects in relation to student factors of intellectuality, behavior, acceptance, and responses, but also the ability to establish effective two-way interaction with the students and handle situations that may occur during the teaching practices (Shih, 2018). In order for the model to work well, the pillars of humanist education, including children-centered education, nonauthoritarian teacher roles, focus on student engagement and activities, and democratic and cooperative education aspects need to be applied simultaneously (Suyatno & Wantini, 2018). An example of condition of how humanizing classroom is needed in EFL class is when the students are asked to speak a foreign language and only focus on the grammar which causes them to feel stressed and getting some errors in speaking.…”

“…An Investigation of classroom humanization implementation in Islamic elementary schools shows that this learning model is a fun learning model that gives students the freedom to explore their learning interests and interact with other students (Moriska, 2017). In addition, the key to humanizing students' learning is formatting classroom activities that attract students' active engagement, which also puts the value of democracy and fun learning into priority (Suyatno & Wantini, 2018).…”

Students' Perceptions Of The Full-Day School Application: Its Relationship Toward Science Learning Motivation

“…The implementation of FDS has an impact on students' psychology and cognition and their teachers (Hidayanti, 2018). Students feel overloaded by a large number of subjects in FDS (Suyatno & Wantini, 2018). FDS causes conflicts for schools; even students and teachers become tired (Listiningrum et al, 2019;Nelwati et al, 2020).…”