Is Full-Day School Part of Intensification?

“The roots of education is bitter, but the fruit is sweet” – Aristotle. From the quotation,
we could imagine that getting an education is compulsory in the developed world and it’s not
easy at all, but so many of us don’t appreciate it enough. We should value our education and
the educator itself more, because it is compulsory for so many different reasons and adds so
much value to our lives. And based from (Flinders & Thornton, 2004) this types of historical
evolving process of education named “intensification”, it represent one of the most tangible
ways in which educational workers work privileges are eroded. This intensification has a
number of significant effects beyond education, number of these intensifying aspects are
increasingly found in teaching, especially in schools which dominated by behaviourally
prescribed curricula, repeated tests and the restricted of time. And what if the intensification
form be implement in Indonesia? Actually this form of intensification has been offered by our
ministry of education named Full-Day School. In order to develop our education, practically
full-day school is entered at 07.00 am and come home at 04.00 pm (Benawa, Peter, & Makmun,
2018), this Full-Day School depiction actually related with the intensification effects in mental
labor in the chronic sense of work overload that escalated over time, and another effect related
with the impact refers to teacher professionalism, teacher must be held in order to find several
methodologies, strategies, and techniques in teaching (Hidayanti, 2018), that leads to another
intensification effect on diversification skill or professionalism from the educator that need a
wider range of skills to be learn or relearn. In the other hand, it has received criticism, however,
because full-day learning requires students and teachers to be physically and psychologically
ready with the same effects with the intensification. Based on the explanation above, the author
claims that Full-Day School is form of intensification and argued that our educational system
ready for this.

The main reason why Full-Day School is form of intensification, because based on the
concept of full-day school is different from regular schools in general or half-day school. Half
day school is a half-day school, from morning until noon. Full-day school is a school during
the day by which the learning process is conducted from 6:45 to 15:00 pm with breaks in every
two hours (Kristiawan & Tobari, 2017). And it makes the teacher work time become overload.
The other reason why Full-Day School is a form of intensification, based on curriculum
practice requires teachers to spend a great deal of their time evaluating the student's mastery of
each of the different objectives which spend another teachers time outside the school. And if
the teachers do not have sufficient self - efficacy from their self - assessment and reflection,
they will feel more stress and strain (Fussangel & Dizinger, 2014).

Even though our ministry think that this Full-Day School provides positives impact
such as prevent the children doing bad thing outside the school, and learn from developed
countries using this as their educational system, his obsession with the sweetness of fruit makes
him forget to support the people who cope with roots of the education which is bitter. The point
should underpinned here is facilitate that helps the facilitator problems in rural areas in
Indonesia, (Garet, Porter, Desimone, Birman, & Yoon, 2001) stated that providing professional
development is a major challenge. Schools and districts are responsible for achieving this type
of quality, and a large number of teachers understandably feel it. While the government focus
to develop the best way to educate, they forget that develop the facilitate such as good
transportation and adequate road that could help teachers and students go to school.

Another reason why the writer categorized Full-Day School as a form of intensification
is “diversification skill”, The main role of teacher in the classroom is to be a facilitator, to be a
mentor and even the hallmark of our school is a teacher as well as a substitute for parents. Thus,
students will gain not only formal lessons in the class but their psychological needs are also
fulfilled (Suyatno & Wantini, 2018). Can you imagine how roots can become fertilizer and soil
at the same time for the sweeter fruits? It is also part of a dynamic of intellectual skills that
controls the work of teachers, in which mental workers are cut off from their own fields and
rely even more on the ideas and processes.

Ironically, while the married teachers try to relearn to be a substitutes parents for his/her
students, they have crucial role in household. Husband has an obligation to earn money more
than a wife. Also, a wife has an obligation to make sure that all members in family are taken
care well. However, if a husband and a wife are busy at school until afternoon, who will take
each obligation that they have? As stated: “I am as a wife feel guilty to leave my son too long
at school. As if I am not his mother. He is taken care by his grandmother. I feel so sad when
my son can read “bismillah” but the teacher is not me” (Hidayanti, 2018).

As a matter of fact, that Full-Day School categorized as a form of intensification,

because the teachers have only one night to prepare their lesson plans tomorrow, and most of
the time teachers have to work with students from two different classes, but the number of
students who need help is very large. As much as they try to meet this demand, they also
struggle to maintain high standards (Gkoratsa, 2013). So, will the tree bear fruit if the roots
are not fertile?

Finally, it is clear that our educational system doesn’t fit with full-day school based on
our country readiness, our ministry should recycle this method more effectively in another city,
because Indonesia is not only made up of large cities, but also of another rural city. As a
consideration, policymakers should be concerned about the teacher’s as the facilitator and the
agent of change in Indonesia, rather than focuses on comparing our nations with another
developed country.
 REFERENCES

Benawa, A., Peter, R., & Makmun, S. (2018). The Effectiveness of Full Day School System
for Students’ Character Building. IOP, I(288).
Flinders, D. J., & Thornton, S. J. (2004). In RoutledgeFalmer, The Curriculum Studies
Reader (pp. 188-190).
Fussangel, K., & Dizinger, V. (2014). The challenge of change? The development of all-day
schools and its implications for teacher stress. Journal for Educational Research
Online, 6(3), 115-133.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What Makes
Professional Development Effective? Results From a National Sample This study of
Teachers. American Educational Research, 38(4), 915-945.
Gkoratsa, A. (2013). The impact of Greek ‘all-day’ school onteachers’, students’ and parents’
lives.
Hidayanti, M. (2018). Implementing Full Day School in Indonesia: “Analysing Impacts on
Students, Teachers, and School Stakeholder. International E-Journal of Advances in
Education, 127-134.
Kristiawan, M., & Tobari. (2017). The Characteristics of the Full Day School Based
Elementary School. Transylvanian Review, XXV(14), 3727-3737.
Suyatno, & Wantini. (2018). Humanizing the Classroom: Praxis of Full Day School System
in Indonesia. International Education Studies, XI(4), 115-125.