<![CDATA[This study examines how the Full-Day School (FDS) system organizes extended school time to support students’ academic development, interests and talents, and character formation at SD 2 Muhammadiyah Kota Langsa. A qualitative case study design was employed, with data collected through observations, in-depth interviews, and documentation involving the principal, teachers, extracurricular supervisors, students, and parents. Data were analyzed through reduction, display, and conclusion drawing, supported by triangulation and member checking. The findings show that FDS integrates academic learning, remedial and enrichment activities, religious habituation, disciplined school routines, and structured extracurricular programs within a continuous daily schedule. Academic development is supported through additional learning opportunities and varied instructional strategies, while students’ interests and talents are developed through extracurricular guidance, regular practice, and participation in competitions. Character formation is supported through religious practices, teacher guidance, discipline, and repeated habituation. Implementation is enabled by school management, teacher commitment, religious school culture, parental support, and facilities but constrained by student fatigue, boredom, and teacher workload. The study contributes by identifying the organization of educational time as a mechanism connecting academic, talent, and character development within FDS. The findings imply that FDS requires balanced scheduling, pedagogical variation, structured extracurricular activities, and attention to student well-being and teacher workload. Its value depends less on more school time than on better-organized educational time.]]>
Copyrights © 2026
