Implementation of Extracurricular Activities

CHAPTER 1 INTRODUCTION A. Background Education is a conscious effort made by humans to develop the potential of other humans or transfer their values and norms to other people and society. The process of transferring values and norms can be done in various ways including first, through teaching; second, through training; third, through indoctrination. Teaching and learning is basically a process of educational interaction between teachers and students. The purpose of the educational interaction includes three aspects, namely cognitive, affective and psychomotor aspects. To achieve the goal well, the material, the use of methods, classroom management and so on are needed. In addition, teachers are expected to be more creative to carry out activities to support learning in the classroom. When viewed from the above opinion, learning is a process of humanizing humans, where only through learning can humans find themselves in their relationships with others, the environment and their creator. Through learning, humans actualize themselves with their environment in such a way that the quality of life and life becomes better. From the above statement, it shows that to humanize humans, education is needed. Education is essentially not only the responsibility of schools, but also the responsibility of families and communities. Regarding education in schools, the educational process is contained in the education unit which is better known as the curriculum. Furthermore, educational activities that are based on the allotment of time for each subject as stated in the school curriculum are more we know as curricular. While activities that are held outside of face-to-face lesson hours, carried out at school or outside school in order to further enrich and expand the knowledge and abilities that have been learned from various subjects in the curriculum. B. Problem Formulation 1. What are extracurricular activities? 2. What is a Co-Curricular Activity? 3. How is the activity organized? 4. Benefits of extracurricular and co-curricular activities? C. Destination 1. Know and understand extracurricular activities 2. Know and understand co-curricular activities 3. Understand the organization of these activities 4. Analyze the benefits of the activity. CHAPTER II DISCUSSION A. Extracurricular The main task of schools is to educate their students. This means not only making them smart and skilled, but also being able to develop them into individuals who are physically and mentally healthy, aware and responsible for their existence both as individuals, as creatures of God, or as social beings who are an inseparable part of their environment. (Prihatin, 2011: 172). Not all of these personal development vehicles can be structured learning experiences in the curriculum (intra-curricular), because in addition to being too loaded, it is also because the instructional rules related to learning outcomes / measurable behavioral changes (measurable) are observable (observable), not allowing everything to be used as learning materials based on time and time. 1. Definition Extracurricular activities are a vehicle for the personal development of students through activities, both directly and indirectly related to curriculum material, as an integral part of the institutional goals of SMA. 2. Destination Extracurricular activities aim to develop students' personalities who are physically and mentally healthy, devoted to God Almighty, have concern and responsibility for the surrounding social, cultural and natural environment, and instill attitudes as good and responsible citizens through various positive activities under the responsibility of the school. 3. Implementation a. The spectrum of extracurricular activities can include religious activities, among others, sports, arts and culture, organization, entrepreneurship, and other social activities. b. The implementation of extracurricular activities is guided by special officers appointed by and responsible to the Principal. c. Every participant has the same right to participate in extracurricular activities according to their potential, interests and talents. d. The implementation of extracurricular activities is a shared responsibility between the school and the community. e. The organization of extracurricular activities is done through ordering, among others sports, social and health clubs in the school. Arrangements are made by the student council board under the guidance of the officer in charge of extracurricular activities. f. Participants must participate in one sports club activity and one social club activity. / culture that she is interested in. B. Extracurricular Program The implementation of extracurricular activities can differ from one school to another. The variation is largely determined by the ability of teachers, students and school capabilities. (Oteng, 1983: 57) in (Prihatin, 2011: 159). 1. Definition of Extracurricular Program According to Arikunto. S (1981: 1), what is meant by a program is a series of activities that will be carried out to achieve a certain goal. Meanwhile, extracurricular activities are additional activities, outside the program structure, which are generally optional activities (1988: 57). It can be concluded that extracurricular activities are several activities provided to students in educational institutions that aim to realize themselves that have not been seen outside of teaching and learning activities, the resources that students already have. Usually, educational institutions that have more than five extracurricular activities, participants can choose to participate in extracurricular activities. Students can choose activities that interest them, here are some examples of extracurricular activities found in educational institutions: a. Extra Basketball, This is a special program to explore the field of basketball. Sports. b. Extra Scout, this extra aims to make students independent and disciplined. c. Extra Dance, In the main goal used to be that the attitude and behavior of students to be better and not rude, because dancers are generally gentle, especially to preserve Indonesian culture. This extra is often mentioned at official events such as Graduation, Farewell, Art Appreciation and others. Although there are many female students, it does not make the enthusiasm of the trainers and participants to fade. d. Extra Lessons, These extras used to be only a test for third grade in the face of The first and second grades are also contracted, but only for those who are interested. However, it is only for those who are interested. Nevertheless, student enthusiasm is very high. The materials taught include all subject areas, especially those tested at the National Level. e. Extra Karate or Self Defense. f. Extra Volleyball. This is a special program to explore the field of g. Extra Computer, This can be said to be local content in terms of expertise to run computers. 2. Types of Extracurricular Activities a. Krida, including Scouting, Basic Student Leadership Training (LDKS), Youth Red Cross (PMR), Heritage Flag Raising Troops (PASKIBRAKA). b. Scientific Work, including Youth Scientific Activities (KIR), mastery activities academic knowledge and skills, research. c. Talent training/achievement competitions, including the development of talents in sports, arts and culture, love of nature, journalism, theater, religion. d. Seminars, workshops, exhibitions/bazaars, with substance including career, education, health, human rights protection, religion, cultural arts. According to Hadari Nawawi (1985: 177-178) in (Prihatin, 2011: 160-161) the types of extracurricular activities are: a. School scouts. b. Sports and arts. c. School cleanliness and safety. d. Student and Scout Savings (Tapelpram). e. School magazine. f. School stall/canteen. g. School health effort. Furthermore, according to the depdikbud (1987: 27) extracurricular activities are divided into two types, namely: a. Activities that are occasional in nature, for example: field trips, social services, and b. The type of activities that are of a continuation nature, such as scouts, PMR, and so on. Based on description the can ignored that types of extracurricular activities can be divided into two types, namely: a. Extracurricular activities that are or continuous, namely the type of activity extracurricular activities that are carried out continuously over a period of time. It usually takes a long time to complete a program of extracurricular activities. b. Extracurricular activities that are periodic or occasional, namely activities Extracurricular activities that are held at certain times only. 3. Activity Format a. Individual, which is a format of extra-curricular activities that dükue students individually. b. Group, which is a format for extra-curricular activities that are participated in by groups of learners. c. Classical, which is a format of extra-curricular activities that students participate in in one class. d. Combined, which is the format of extra-curricular activities that students participate in between classes / between schools / madrasah. 4. Implementation of Extracurricular Activities a. Extra-curricular activities are routine, spontaneous and exemplary, carried out directly by teachers, counselors and education personnel in schools/madrassas. b. Programmed extra-curricular activities are carried out in accordance with the targets, substance, type of activity, time, place and implementers have been planned. Assessment of the results of service activities is carried out through: ▪ Immediate assessment (LAISEG), which is a measurement at the end of each type of counseling service and supporting activity to monitor the students served. ▪ Short-term assessment (LAIJAPEN), which is a measurement within a certain time (one week to one month) after one type and supporting activities counseling that is carried out to see the impact of services/activities on learners. ▪ Long-term assessment (LAIJAPANG), which is a measurement in a certain time (one month to one semester) after one or more counseling services and support activities have been conducted to further examine the impact of counseling services and support activities on students. ▪ Assessment of the process of counseling service activities is carried out through analysis of involvement of elements as listed in SATLAN and SATKUNG, looking at the effectiveness and efficiency of the implementation of activities. ▪ The results of counseling service activities are included in LAPELPROG. Results overall service activities in one semester for each participant reported qualitatively. 5. Purpose and Scope of Extracurricular Activities The objectives of the implementation of extracurricular activities in schools according to the Directorate of Vocational Secondary Education (1987: 9) in (Prihatin, 2011: 160) are: a. Extracurricular activities must be able to improve students' abilities in the following aspects cognitive, effective, and psychomotor. b. Developing students' talents and interests in personal development efforts towards positive human development. c. Can see, recognize and distinguish between one subject and another. Furthermore, the Directorate of Vocational Secondary Education (1987: 12) emphasizes that the scope of extracurricular activities must be based on activities that can support and can support intracurricular programs and curricular programs. 6. Student Participation in Extracurricular Activities a. Definition of Participation Participation comes from the English language, namely "participation" which means taking part or participation (John F.Echols, 1988: 419) in (Prihatin, 2011: 161). The definition of participation according to The Liang Gie, namely participation includes: 1) An activity to generate feelings of inclusion in the organization. 2) Involvement of subordinates in organizational activities. (1968: 168). b. Benefits of Participation Keith Davis suggests the benefits of participation, namely: 1) More likely to get the right decision 2) Creative thinking skills of its members can be utilized. 3) Can control the values of human dignity, motivation and build common interests 4) Encourage people to take more responsibility. 5) It is more likely to keep up with changes. (1985: 186). c. Level of Participation Jumrowi quoted by Subandiyah in (Prihatin, 2011: 162) that in terms of level, participation is of three kinds, namely: 1) Participation in planning and achievement with other programs. 2) Participation in the decision-making process. 3) Participation in implementation. d. Things that Affect the Growth of Student Participation in Extracurricular Activities Many factors influence the growth of group or organizational participation. Noeng Moehajir stated, in (Prihatin, 2011: 162-163) that the growth of participation can be seen from the degree of participation, namely: 1) Participation without the participation of the object that participates because it is commanded to. to come along. 2) Participate because those who are familiar with the new idea, there is attraction from the object and there is interest from the subject. 3) Participate because one believes that the idea is good. 4) Participate because he/she has seen more details about the application and implementation of the idea 5) Participate because the person directly utilizes the development ideas and efforts for himself, family and community. (1980: 135). 7. Extracurricular Activity Coaching The coaching of extracurricular activities can vary from one school to another. In connection with this, Amir Daien (1988: 125) in (Prihatin, 2011: 163) explains the things that extracurricular coaches need to know: 1) Activities should enhance students' cognitive enrichment, affective, and psychomotor. 2) Providing a place and channeling talents and interests so that students will be accustomed to close activities. 3) There is planning and preparation as well as coaching that has been carefully calculated so that extracurricular programs achieve their goals. 4) Implementation of extracurricular activities by all or some students. 8. Availability of Facilities What is meant by educational facilities are all the facilities needed in the teaching and learning process properly needed in the teaching and learning process, both moving and not moving so that educational objectives can run smoothly, orderly, effectively and efficiently. (Depdikbud, 1988). More broadly, facilities can be defined as everything that can facilitate and smooth the implementation of an effort in the form of objects or money. So in terms of facilities it is equated with facilities. Facilities or facilities according to Suharsimi AK, differentiated into two types: 1) Physical facilities, namely everything that can be materialized that has a role to facilitate or launch a business. 2) Money facilities are everything that facilitates activities as activities as the operation of money value. 9. Availability of Funds The availability of extracurricular funds is defined as funds provided by schools to provide participants in extracurricular activities. (Prihatin, 2011: 164). 10. Existence of Extracurricular Activity Schedule Extracurricular activities are carried out at times when students get free time, in the afternoon for schools that study in the morning and in the morning for schools that enter in the afternoon, or during vacation times. (Prihatin, 2011: 164). The extracurricular schedule will become a teacher's guide in carrying out the duties of the coach, for students it is new in planning and participating in extracurricular programs, for administrators it makes it easier to provide the necessary infrastructure support and for school principals it makes it easier to conduct supervision. C. Co-curricular Program 1. Definition of co-curricular activities Co-curricular activities are activities intended to further deepen and appreciate the subject matter that has been learned in intracurricular activities in the classroom. This activity can be carried out individually or in groups. In this case, it is necessary to pay attention to avoiding the occurrence of repetition and overlap between one subject and another. In addition, it is also necessary to prevent students from being "overdosed" because all teachers give assignments at the same time, so that students bear a very heavy burden. Therefore, coordination and cooperation between teachers is necessary. Co-curricular activities are activities that are very close and support and assist intracurricular activities, usually carried out outside the intracurricular schedule with the intention that students better understand and deepen the material in the intracurricular, usually this activity is in the form of assignments or homework or other actions related to intracurricular material that must be completed by students. 2. Implementation of co-curricular activities In carrying out co-curricular activities, there are things that must be considered, including: a. In giving co-curricular assignments, it should be clear and in accordance with the subject matter. the subject or subject matter being taught. b. In giving co-curricular assignments a teacher should know about the level of difficulty for students so that the tasks given to students are in accordance with their abilities and are not burdensome either physically or psychologically. c. In the assessment of co-curricular tasks, it should be clear and fair according to the results of each student's ability. d. In the function of providing co-curricular assignments, it should be in addition to In addition to deepening students' knowledge, teachers should also use this cocurricular task to help determine report card grades. D. Functions and principles of knockout and extracurricular activities 1. Functions of Co-curricular and Extracurricular Activities a. Development, namely the function of extra-curricular activities to develop the abilities and creativity of students according to their potential, talents and interests. b. Social, namely the function of extra-curricular activities to develop the ability and sense of social responsibility of students c. Recreative, which is the function of extra-curricular activities to develop a relaxed, exciting and fun atmosphere for students that supports developmental process. d. Career preparation, which is the function of extra-curricular activities to build students' career readiness. 2. Principles of Co-curricular and Extracurricular Activities a. Individual, namely the principle of extra-curricular activities that are in accordance with the potential, talents and interests of each learner. b. Choice, which is the principle of extra-curricular activities that are in accordance with the wishes and followers of the learners. c. Active involvement, which is the principle of extra-curricular activities that require full participation of students. d. Fun, which is the principle of extra-curricular activities in entering and delighting students. e. Work ethic, which is the principle of extra-curricular activities that builds students' enthusiasm to work well and succeed. f. Social benefit, the principle of extra-curricular activities carried out for the benefit of the community. E. As a School Distinctive Feature Extracurricular school activities are not only a complement to the teaching and learning process, but a means for students to add value to academic lessons that are useful for their social life. In practice, these extracurricular lessons often characterize a school. As stated by the General Director of Ma'had Izzuddin, Ir Salihul Fajri Muchir, according to the character of the religious-based Izzuddin Integrated Islamic Elementary School (SDIT), extracurricular activities are sought to have Islamic characteristics based on the Koran and Hadith. "Like swimming, this lesson is important and there is indeed a hadith that requires that every child be taught to swim," he said when met at SDIT Izzuddin, Jl Demang Lebar Daun, Monday (1/3). Since the 2003-2004 school year, according to him, extracurricular activities such as tahsin and tahfiz (lessons in improving the reading of the Quran and memorizing the Quran) have also been organized. In addition to being guided by teachers, a number of schools, according to him, also have teachers from outside. Both extracurricular activities cater to students who have above-average memorization skills. Since its establishment two years ago, according to him, some SDIT students have been able to memorize half a juz of the Quran. According to him, the tahsin and tahfidz extracurricular activities are an anticipatory step so that future generations are not blind to the Quran. . (Prihatin, 2011: 166). F. Self-development in KTSP 1. Introduction In order to improve the quality of Indonesian education, the government continues to make various reforms in the field of education, including the launch of the Minister of National Education Regulation No. 22 concerning Content Standards for Primary and Secondary Education Units and Minister of National Education Regulation No. 23 concerning Graduate Competency Standards for Primary and Secondary Education Units. To To implement the regulation, the government also issued the Ministry of Education Regulation No. 24 of 2006. The three regulations contain several important things, including that primary and secondary education units develop and determine the Primary and Secondary Education Unit Level Curriculum, which was later popularized as the KTSP. In the KTSP, the framework structure includes three components, namely: (1) Subjects; (2) Local Content and (3) Self Development. The Personal Development component is a relatively new component that is ready to be developed at all levels of education. As something that asks new questions, its presence is interesting to discuss and debate, many questions are asked including: What is the nature of self-development? And how is the implementation of self-development activities in schools? Therefore, through this paper will be presented theoretically about the nature of self-development and some thoughts about the implementation of self-development activities in schools, to be used as one of the reference materials in self-development activities in schools, so that self-development activities in schools are more accountable. 2. The Nature of Self-Development The use of the term Personal Development in curriculum policy is relatively new. Its presence is interesting to discuss conceptually and in practice. If we examine the literature on educational theories, especially psychology, the term self-development here can be equated with the term personality development, which is already commonly used and recognized. Although the term self is not entirely synonymous with personality. The term self in the language of psychology is also referred to as I, ego or self which is one aspect as well as the core of personality, which includes all beliefs, attitudes, feelings, and ideals, whether conscious or unconscious. The I that is realized by the individual is usually called the self picture, while the unconscious I is called the unconscious aspect of the self (unconscious I) (Nana Syaodih Sukmadinata, 2005). According to Freud (Calvin S. Hall & Gardner Lindzey, 1993) ego or self is an executive personality to control actions (behavior) by following principles or rational, to distinguish between things contained in one's inner self and things contained in the outside world. Everyone has beliefs, attitudes, feelings and ideals about themselves, some of which are realistic or actually unrealistic. The extent to which individuals can own their beliefs, attitudes, feelings and ideals will affect the development of their personality, especially their mental health. Appropriate and realistic beliefs, attitudes, feelings and ideals about oneself make it possible to have a healthy personality. However, on the contrary, if they are inappropriate and unrealistic, they may cause problematic personal problems. Overconfidence in one's judgment causes one to act less considerately and to tend to violate standard norms and ethics, and to take others for granted. In addition, people who have self-confidence have attitudes and thoughts that overestimate things. Lack of self-confidence, on the other hand, can cause people to act hesitantly, feel inferior and lack courage. Excessive self-confidence can cause harm not only to himself but also to his social environment. In addition, everyone has ideals about themselves. Ideals that are unrealistic and excessive, as well as very difficult to achieve will only end in failure which can eventually be shaped, which is manifested in the form of maladjusted behavior. In fact, people who lack aspirations will not push towards progress. 3. Implementation of Self-Development Activities, Conceptually, in the Regulation of the Minister of National Education No. 22/2006 we find the following formulation about self-development: "Selfdevelopment is not a subject that must be taught by teachers. Self-development aims to provide opportunities for students to develop and express themselves according to the needs, talents, and interests of each learner in accordance with school conditions. Self-development activities are facilitated and or guided by counselors, teachers, or education personnel which can be carried out in the form of extracurricular activities. Self-development activities are carried out through counseling service activities related to personal problems and social life, learning, and career development of students. Based on this formulation, it can be seen that Self-Development is not a lesson that must be taught by the teacher. By itself, the implementation of self-development activities is different from the implementation of teaching and learning activities. As in general, teaching and learning activities for each subject are carried out by prioritizing face-to-face activities in the classroom, in accordance with the time allocation determined based on the curriculum (regular learning), under the responsibility of teachers who are qualified and have competence in their fields. Although for this it is possible and even highly recommended to develop learning activities outside the classroom material and competencies that are being studied from each subject. Meanwhile, self-development activities should be carried out more outside of effective hours, through various types of self-development activities. One of them can be channeled through various extra-curricular activities provided by schools, under the guidance of related extra-curricular coaches, both coaches from schools and outside schools. However, it should be remembered that extra-curricular activities that are commonly organized in school, such as: scouts, sports, arts, PMR, spirituality or other types of extracurricular activities that have been organized and institutionalized as one of the activities for self-development. Under the guidance of teachers or other people who have competence in their fields, self-activity can also be carried out through activities outside of temporary effective hours, such as holding group discussions, group games, group guidance, and other group activities. In addition to being carried out through group activities, self-development activities can also be carried out through independent activities, for example, a student is given the task of studying books, visiting sources or visiting a certain place for the benefit of learning and selfdevelopment of the student himself. In addition to activities outside the classroom, in certain cases self-development activities can be carried out classically in effective hours, but this should not be used as a mainstay, because after all in the classical approach students' opportunities to be able to develop and express themselves according to their needs, talents and interests are relatively limited. This of course will be less relevant to the purpose of selfdevelopment itself as stated in the formulation of self-development. Compared to the previous curriculum, in the Education Unit Level Curriculum continues to increase effectively every week, but with the existence of self-development in students' selflearning activities that are reduced, students will be even more preoccupied with various self-development activities that are more expressive, without being "confined" in the classroom. Self-development activities must pay attention to the principle of individual diversity. Psychologically, each student has diverse needs, talents and interests and other characteristics. Therefore, the form of self-development activities should also be able to provide a variety of choices. The fundamental thing in Self-Development activities that the implementation of self-development must first begin with efforts to identify talents, aptitudes and interests, which can be done through test techniques, intelligence tests, aptitude tests, interest tests and so on) and non-test attitudes, inventories, scales, documentary studies, interviews and so on). In this case, the role of guidance and counseling becomes very important, through the application of instrumentation data and data collection activities, guidance and counseling should be able to provide adequate data on the needs, talents, interests and other students. The data becomes the basic material for Self-Development counseling in schools either through temporary activities, extracurricular activities, or through guidance and counseling services themselves. 4. Conclusion Self-development in schools is one of the important components of the structure of the Education Unit Level Curriculum which is directed at shaping the beliefs, attitudes, feelings and ideals of realistic students, so that it can be collected to lead students to have a healthy and intact personality. Self-development activities can be done classically during effective hours, but should be done more outside regular hours (effective hours), either through institutionalized activities or temporarily, individually or in groups. Self-development must pay attention to the needs, talents, and interests of each learner and guidance and counseling in schools that have an important role to identify the needs, talents, and interests of each learner through instrumentation and data collection application activities, to be followed up in various self-development activities. Self-development activities will involve many activities as well as many people, so it requires management and organization that is invincible to the capabilities and real conditions in schools. To conclude this article, it is worth reflecting on the words of R.F. Mackenzie, who has inspired thousands of teachers in England on how the educational process should take place, supporting self-development activities in schools: "We want to give students the opportunity to immerse themselves in a different way of life, and memories that last longer. There will be no compulsion or necessity, no pressure, rush or test. If they want to climb or do action, we will help them to acquire those skills. If they want to identify the belly of a high mountain or a bird, we will work to acquire that knowledge. If they want to have no craving for activity or thirst for knowledge, but want to just sit still like the highlanders who used to be here, or watch the clouds move over Creag Dhubh, or listen to the sound of the raindrops falling between the branches of the trees after the rain stops pouring, that is also an important part of development. It is in these moments that half-submerged fears, ideas, hopes and questions begin to surface again..." (Combie White, 1997) G. Self-Development Guidance Model Guidelines for self-development models for primary and secondary education units (Prihatin, 2011: 173). 1. Foundation of Self-Development a. Law No. 20/2003 on National Education System: Article 1 point 6 on educators, article 3 on the purpose of education, article 4 paragraph (4) on the organization of learning, article 12 paragraph (1b) on educational services in accordance with talents, interests, and abilities. b. Government Regulation No. 19 of 2005 on National Education Standards: Articles 5-18 on Content Standards for primary and secondary education units. c. Permendiknas No. 22 of 2006 concerning Content Standards which contains selfdevelopment in the curriculum structure, guided by, counselors, and teachers / personnel. education who is called a coach. d. The basis for the standardization of the counseling profession by the Directorate General of Higher Education in 2004 regarding the direction of the counseling profession in schools and outside schools. (Prihatin, 2011: 174). 2. Definition of Self-Development a. Self-development is an educational activity outside the subjects as an integral part of the school curriculum. b. Self-development activities are an effort to shape the character and personality of students which is carried out through counseling service activities regarding personal problems and social life, learning activities, career development, and extracurricular activities. c. For vocational education units, self-development activities, especially counseling services to develop creativity and career d. For special education units, counseling services that encourage the improvement of life skills in accordance with the special needs of students. (Prihatin, 2011:174). 3. General Purpose Self-development aims to provide opportunities for students to develop and express themselves in accordance with the needs, potential, talents, interests, conditions and development of students, taking into account the conditions of the school / madrasah. (Prihatin, 2011: 174). 4. Specific Objectives Self-development aims to support the education of students in developing: in (Prihatin, 2011: 175). a. Talent b. Interests c. Creativity d. Competence and habits in life e. Religious life skills f. Social skills g. Learning ability h. Career insight and planning i. Ability to master the problem j. Independence 5. Form of Self-Development Implementation Programmed self-development activities are carried out with special planning within a certain period of time to meet the needs of students individually, in groups and / or classically through implementation: in (Prihatin, 2011: a. Counseling services and support activities. b. Extra-curricular Activities. c. Unprogrammed self-development activities can be carried out as follows. 1) Routine, which are scheduled activities, such as: flag ceremonies, gymnastics, special religious worship together, regularity, personal care and health. 2) Spontaneous, are unscheduled activities in special events such as ordering the behavior of greeting, throwing the trash in its place, queuing, resolving disagreements (fighting). 3) Exemplary, is the activities in the form of behavioresinorations such as: neatly dressed, speaking well, diligently reading, information, and meaning others, coming on time. 6. Supporting Activities a. Instrumentation Application, which is the activity of collecting data about learners and their environment, through the application of various instruments, both tests and non-tests. b. Data collection, which is the activity of collecting data relevant to learner development, which is organized in a sustainable, systematic, integrated, integrated, and confidential manner. c. Case conferences, which are activities to discuss students' problems in a special meeting attended by parties who are committed to providing data, and parties whose problems are resolved, are limited and closed. d. Home, an activity that obtains data, visits and commitment for the alleviation of the learner's problem meeting with parents or family. e. Library Display, which is an activity that provides a variety of library materials that can be used by students in personal development, ability social, learning, and occupational activities. f. Case transfer, which is an activity to transfer the problem of students to other parties according to their expertise and authority. (Prihatin, 2011:178) 7. Activity Format a. Individual, which is a format of counseling activities that serve students individually b. Group, which is a format of counseling activities that serve a number of students through a group atmosphere. c. Classical, which is a format of counseling activities that serve a number of students. serving a number of learners in one class. c. Field, which is a format of counseling activities that serve one or a number of students through activities outside the classroom or field. d. Special Approach, a format of counseling activities that serves the interests of students through approaches to parties that can provide convenience. (Prihatin, 2011: 179) 8. Program Type a. Annual Program, which is a counseling service program covering all activities for one year for each class in the school / madrasah. b. Semesteral Program, which is a counseling service program including all activities during one semester which is an annual translation program. c. Monthly Program, which is a counseling service program covering all activities for one month which is a semesterly translation program. d. Weekly Program, which is a counseling service program including all activities for one week which is a monthly translation program. e. Daily Program, which is a program implemented on certain days in one year. week. The daily service program is a description of the weekly program in the form of service units (SATLAN) and or units of supporting activities (SATKUNG) counseling. (Prihatin, 2011: 179). 9. Programming The counseling service program is prepared based on the needs of students (need assessment) obtained through the application of instrumentation. The substance of the counseling service program includes the four areas, types of services and supporting activities, activity formats, service targets, and the volume / task load of the counselor. (Mulyasa: 2003). 10. Implementation of Counseling Activities Within school/madrasa learning hours: a. Classroom face-to-face activities with students to organize information services, placement and channeling, content mastery, instrumentation activities, and other services/activities that can be carried out in the classroom. b. The volume of classical face-to-face activities is two hours per class per week and is carried out on a scheduled basis. students to c. Non-face-to-face activities with participants organize consultations, activities, data collection, home visits, library use, and handover CHAPTER III CLOSING A. Conclusion Co-curricular activities are activities that are very close and support and assist intracurricular activities, usually carried out outside the intracurricular schedule with the intention that students better understand and deepen the material in the intracurricular. Extracurricular activities are the development of learners' personalities. Therefore, mature personalities can be the main goal in extracurricular activities. To carry out extracurricular activities, a learning process or stage is needed so that the activities can run well. The purpose of co-curricular and extracurricular activities is to deepen and broaden students' horizons. Co-curricular and extracurricular activities also function for development, social, recreational, and career preparation. Co-curricular and extracurricular activities also have principles such as individualization, active involvement, choice, fun, work ethic and social benefits. In addition, co-curricular and extracurricular activities also have positive and negative impacts. B. Advice With the compilation of this paper, the compiler hopes that readers can understand more deeply the discussion of extracurricular and co-curricular activities in school institutions. Not to forget, the compiler also hopes that this paper can provide benefits to readers and can be implemented both in a formal environment and in everyday life. LITERATURE Arikunto, S. (1981). 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