Challenges and Strategies for Implementing the Activator School Program

Abstract

The implementation of school drive programs still needs to be improved. This study discusses the challenges and strategies involved in implementing the Activator School Program. In this study, mixed-methods research was used. The study included six principals and thirty elementary school teachers from Surakarta, Indonesia. To collect data for this study, questionnaires, interviews, observations, and documentation were used. The data analysis techniques used were descriptive statistics for quantitative analysis. Meanwhile, for qualitative analysis, the research used the Miles and Huberman method, that is, data reduction, data display, and conclusion drawing. The findings of this study include the challenges and obstacles to the implementation of the activator school program, educators' inability to control teachers' level of digital technology mastery, a lack of socialization related to the curriculum of the activator school program, and an lack of educational facilities that support the activator school program. Strategies to ensure that the implementation of the activator school program runs smoothly include socialization and assistance to teachers and principals regarding the programs, curriculum, improvement and mentoring of teachers in mastering digital technology, particularly information and technology mastery, provision of adequate facilities for schools serving as the activator school program, and enhancement of educational quality.