ABSTRAK

Triyana Yuliyanti. K8414051. IMPLEMENTASI PROGRAM FULL DAY SCHOOL DALAM ANALISIS BOURDIEU DI MI AL ISLAM 2 NGESREP. Skripsi, Surakarta : Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta, February 2022

Penelitian ini bertujuan untuk (1) pelaksanaan sistem pembelajaran full day school  (2) menganalisis kendala implementasi program full day school dan (3) menjelaskan teori kekerasan simbolik untuk memahami implementasi program full day school. 

Penelitian ini dilaksanakan di Mi Al-Islam 2 Ngesrep dengan menggunakan metode penelitian kualitatif serta melalui pendekatan penelitian studi kasus Sumber data penelitian berasal dari observasi yaitu wawancara dan dokumen jadwal pelajran serta kegiatan yang dilakukan disekolah selama di sekolah. Wawancara dilakukan dengan informan yang terpilih yaitu Kepala sekolah, 2 Guru, dan 3 siswa yang berasal dari kelas III, kelas IV, dan kelas V . Subjek penelitian ditetapkan mengguakan teknik purposive sampling. Teknik uji validitas data dalam penelitian ini dilakukan melalui proses triangulasi sumber dan triangulasi metode, serta teknik analisis data yang digunakan berpedoman pada model interaktif yang terdiri dari reduksi data, penyajian data dan penarikan kesimpulan.

Berdasarkan hasil penelitian menunjukkan bahwa penerapan pembelajaran full day school di MI al Islam 2 Ngesrep dilakukan mulai pukul 07.00 WIB sampai dengan pukul 16.00 WIB yang dilatar belakangi karena banyaknya minat orang tua yang memilih sekolah dengan sistem pembelajaran full day school serta studi banding yang dilakukan oleh MI Al islam 2 Ngesrep ke MI muhammadiyah Malang. Dalam penerapannya sistem Full day school dilakukan secara bertahap dan menemui beberapa kendala diantaranya kurangnya sarana dan prasarana, kurangnya minat belajar siswa, dan kurangnya kerjasama yang baik antara orang tua dan sekolah. Teori yang digunakan adalah teori kekerasan simbolik oleh pierre Bourdieu. Dalam hal ini kekerasan simbolik yang terjadi di sekolah yaitu karena adanya modal dan habitus.

ABSTRACT

Triyana Yuliyanti.K8414051.IMPLEMENTATION OF FULL DAY SCHOOL PROGRAM IN BOURDIEU ANALYSIS IN MI AL ISLAM 2 NGESREP.Undergraduate Thesis, Surakarta : Teacher Training and Education Faculty, Sebelas Maret University, February 2022

The aims of this research are (1) to determine the leaving system of full day school in MI al Islam 2 Ngesrep; (2) to determine the problems in the full day school program implementation in MI Al Islam 2 Ngesrep; and 930 to elaborate the symbolic violence theory of Pierre bourdieu in understanding full day school program.

This research was conducted in Mi Al islam 2 Ngesrep by using qualitative research method and through case study research approach. The research data source was obtained through observation which was the implication of full day school program implementation, interview and document. The interview was conducted with the informants choosen were 4 students frm III,IV, V, and VI class, 2 teachers and head masters and parents. The research subject was determined by using purposing technique sampling. The data validity test techniques used in this research were data triangulation and method triangulation. While the data analysis technique used was based on the interactive model consisting of data reduction, data presentation, and conclution drawing.

The result of the research showed that the implementation of full day school learning in MI Al islam 2 Ngesrep begain from the comparative study conducted by Al islam 2 Ngesrep to MI Muhammadiyah malang as well as the high enthusiasm of the parent who wanted their children to study ini a school implementing full day school program. In its implementation, full day school system was conducted gradually. However, there were some problems faced namely the lack of facilities and infrastructure, the lack of students learning interest, and the lack of good cooperation between the parents and school. The theory used in this research was the symbolic violence theory of Pierre Bourdieu. In this case, the symbolic violence occurred in the school due to the existence of capital and habitus.