Contextual-Based Extracurricular Management in Elementary School: A Good Practice from Taruna Papua Elementary School Timika (SATP)

Stief Aristo Walewangko; Joulanda Altje Meiske  Rawis; Henny Nikolin  Tambingon; Mozes Markus  Wullur; Edino Ayub  Lomban; Fabyana Imelda  Tamboto; Eunike  Mandolang; Jelvi Monica  Mangundap

doi:10.70742/asoc.v1i4.401

Authors

Stief Aristo Walewangko De La Salle Catholic University of Manado
Joulanda Altje Meiske Rawis Manado State University
Henny Nikolin Tambingon Manado State University
Mozes Markus Wullur Manado State University
Edino Ayub Lomban De La Salle Catholic University of Manado
Fabyana Imelda Tamboto De La Salle Catholic University of Manado
Eunike Mandolang De La Salle Catholic University of Manado
Jelvi Monica Mangundap De La Salle Catholic University of Manado

DOI:

https://doi.org/10.70742/asoc.v1i4.401

Keywords:

Contextual-Based Extracurricular, Educational Management, Elementary School Student

Abstract

The objective of this research is to analyze the contextual-based extracurricular management implemented at Taruna Papua Timika Elementary School (SATP). The present research employs a qualitative methodology, specifically a case study approach, and utilizes six key informants who have implemented the program. A comprehensive investigation encompassing interviews, observations, documentation, and archival records was conducted to ascertain the management of contextual-based extracurricular programs. The findings of this investigation are: (1) The planning process is comprised of the following elements: directing the grand design of extracurricular programs; identifying the needs, potential, and interests of students (psychological examination); preparing extracurricular guidelines; arranging extracurricular financing; and, providing extracurricular facilities and infrastructure. (2) The organizing process consists of the following elements: registration and determination of extracurricular types and participants; recruitment and determination of extracurricular instructors; creation of extracurricular activity schedules; technical guidance and creation of extracurricular program targets and achievements; and formation of program supervisor teams. (3) The implementation process consists of the following elements: preparation of instructors; implementation of extracurricular sports, arts, and general knowledge; technical management of the program by instructors; and reporting in the form of daily journals. (4) Monitoring and evaluation consists of the following elements: program supervision; utilization of WhatsApp facilities; reporting of activity documentation; accountability for extracurricular equipment; monthly evaluations; end-of-semester evaluations, and the act of documenting the advancement of students in their academic pursuits. It is recommended that education stakeholders implement the aforementioned management process.

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