THE ESSENCE OF EXPERIENCE OF THE IMPLEMENTATION OF 5-DAY SCHOOL POLICY FOR TEACHERS AND HOW IT IMPACTS ON TEACHER PERFORMANCE IN SDN 053 CISITU BANDUNG

• Main Author: Fadilla Agustin (19015103), Karin
• Format: Final Project
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/28391
• Institution: Institut Teknologi Bandung

New school policy has been launched by The Ministry of Education and Culture Indonesia in academic year 2017/2018, named 5-day school policy. Five-day School program is institutional policy. Generally, the purpose of 5-day school policy was to improve the quality of education, either from the teachers or pupils side. For pupils was expected that they would had better quality of education which was instilled character development. While for teachers was to give the fairness among civil servant teacher, which the other civil servants work for 5 days, while previously, teachers work 6 days. Government expects that teacher will increase their quality of performance afterwards.This research used phenomenology method that took a study case in one of primary school in Bandung, SDN 053 Cisitu, which has just applied 5-day school policy. Phenomenology method was used in order to find the essence of meaning for teachers towards the impact on teacher performance of the implementation of 5-day school policy. Motivation, commitment, and ability were regarded as the important factors that can affect directly or indirectly to teacher performance. To collect the data, this research used observation and in-depth interviews to the key informants. There were different perceptions among teachers: pros and cons. The different perceptions, however, it encouraged them to improve their motivation. Teachers were motivated because of something or for something. Since the implementation, teachers felt more motivated because they had more days off so that they could spend the time with family or to do something they like. But on the other hand, by teaching in more limited time, they felt chased by the time to run the teaching-learning process. When they were motivated, it had influence on their commitment as teachers to reach the learning goals and to educate pupils. They committed to be successful on 5-day school policy. Difficulties and ease appeared on the implementation. It encouraged them to deal with that, no matter how difficult it was, they committed to be successful. Thus, they looked for another way of teaching, to compact the materials for five days in the certain time, and ensured that their pupils would understand and get the lesson. At the end, motivation, commitment, and ability had significant impact on teacher performance.