The Effectiveness of Full Day School System: The Elementary Students' Character through the Poll- Everywhere App
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Oct 3, 2020
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Abstract
The full day school policy was the goal of the Full day School policy program expected by elementary schools is to intensify education factors in the school learning process one of the soft skill attributes expected of learning style in science education. The object of the study were elementary schools in the Ajatappareng area. The research locations were Enrekang regency, Sidenreng Rappang, Pinrang, Barru, and Parepare. The research method is qualitative research. The learning style of the concept of learning style is formed from birth. Some concepts are formed at pre-school age as prejudice. Simple experiments implemented into games and games have an important role in the formation of science concepts. Student learning styles in terms of the learning environment show of full day school that the majority prefers to study in a quiet environment; bright rooms; with cold temperatures; sit on a chair or soft pillow. Despite the fact that in terms quality education in realizing the golden generation through the concept of Islamic education and reflectively
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Fihris Khalik, M., Sri Meutia, F., & Elihami, E. (2020). The Effectiveness of Full Day School System: The Elementary Students’ Character through the Poll- Everywhere App. Edumaspul: Jurnal Pendidikan, 4(2), 83-89. https://doi.org/10.33487/edumaspul.v4i2.710
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References
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19. Plucker, J. A., & Zapf, J. S. (2005). Short-Lived Gains or Enduring Benefits? The Long-Term Impact of Full-Day Kindergarten. Education Policy Brief. Volume 3, Number 4, Spring 2005. Center for Evaluation and Education Policy, Indiana University.
20. Pulkkinen, L. (2004). A longitudinal study on social development as an impetus for school reform toward an integrated school day. European Psychologist, 9(3), 125-141.
21. Rathbun, A. (2010). Making the Most of Extra Time: Relationships between Full-Day Kindergarten Instructional Environments and Reading Achievement. Research Brief. American Institutes for Research.
22. Reynolds, A. J., Richardson, B. A., Hayakawa, M., Lease, E. M., Warner-Richter, M., Englund, M. M., ... & Sullivan, M. (2014). Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement. Jama, 312(20), 2126-2134.
23. Saam, J., & Nowak, J. A. (2005). The effects of full-day versus half-day kindergarten on the achievement of students with low/moderate income status. Journal of Research in Childhood Education, 20(1), 27-35.
2. Clark, P., & Kirk, E. (2000). All-day kindergarten. Childhood Education, 76(4), 228-228.
3. Eagle, H., Gordon, J., & Lewis, L. (2000). The Effects of a Public School System's One Day Adventure Experience.
4. Elicker, J., & Mathur, S. (1997). What do they do all day? Comprehensive evaluation of a full-day kindergarten. Early childhood research quarterly, 12(4), 459-480.
5. Field, T. (1991). Quality infant day‐care and grade school behavior and performance. Child Development, 62(4), 863-870.
6. Gananathan, R. (2011). Implications of full day kindergarten program policy on early childhood pedagogy and practice. International Journal of child care and education policy, 5(2), 33-45.
7. Gullo, D. F. (2000). The long term educational effects of half‐day vs full‐day kindergarten. Early Child Development and Care, 160(1), 17-24.
8. Gullo, D. F., Bersani, C. U., Clements, D. H., & Bayless, K. M. (1986). A Comparative Study of “All-day,”“Alternate-day,” and “Half-day” Kindergarten Schedules: Effects on Achievement and Classroom Social Behaviors. Journal of Research in Childhood Education, 1(2), 87-94.
9. Herry, Y., Maltais, C., & Thompson, K. (2007). Effects of a full-day preschool program on 4-year-old children. Early Childhood Research & Practice, 9(2), n2.
10. Herman, B. E. (1984). The Case for the All-Day Kindergarten. Fastback 205. Phi Delta Kappa, Eighth Street and Union Avenue, Box 789, Bloomington, IN 47402.
11. Hough, D., & Bryde, S. (1996). The Effects of Full-Day Kindergarten on Student Achievement and Affect.
12. Humphrey, J. W. (1980). A Study of the Effectiveness of Full-Day Kindergarten.
13. Holmes, C. T., & McConnell, B. M. (1990). Full-day Versus Half-day Kindergarten: An Experimental Study.
14. Kauerz, K. (2010). Prek-3rd: Putting full-day kindergarten in the middle. New York, NY: Foundation for Child Development.
15. Elihami, E., Rahamma, T., Dangnga, M. S., & Gunawan, N. A. (2019, October). Increasing Learning Outcomes of the Islamic Education through the Buginese Falsafah in Ajatappareng Region. In International Conference on Natural and Social Sciences (ICONSS) Proceeding Series (pp. 429-435).
16. Lynch, M. (2014). Ontario kindergarten teachers’ social media discussions about full day kindergarten. McGill Journal of Education/Revue des sciences de l'éducation de McGill, 49(2), 329-347.
17. Olsen, D., & Zigler, E. (1989). An assessment of the all-day kindergarten movement. Early Childhood Research Quarterly, 4(2), 167-186.
18. Patall, E. A., Cooper, H., & Allen, A. B. (2010). Extending the school day or school year: A systematic review of research (1985–2009). Review of educational research, 80(3), 401-436.
19. Plucker, J. A., & Zapf, J. S. (2005). Short-Lived Gains or Enduring Benefits? The Long-Term Impact of Full-Day Kindergarten. Education Policy Brief. Volume 3, Number 4, Spring 2005. Center for Evaluation and Education Policy, Indiana University.
20. Pulkkinen, L. (2004). A longitudinal study on social development as an impetus for school reform toward an integrated school day. European Psychologist, 9(3), 125-141.
21. Rathbun, A. (2010). Making the Most of Extra Time: Relationships between Full-Day Kindergarten Instructional Environments and Reading Achievement. Research Brief. American Institutes for Research.
22. Reynolds, A. J., Richardson, B. A., Hayakawa, M., Lease, E. M., Warner-Richter, M., Englund, M. M., ... & Sullivan, M. (2014). Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement. Jama, 312(20), 2126-2134.
23. Saam, J., & Nowak, J. A. (2005). The effects of full-day versus half-day kindergarten on the achievement of students with low/moderate income status. Journal of Research in Childhood Education, 20(1), 27-35.