Education Facilities and Infrastructure Standards

EDUCATION FACILITIES AND INFRASTRUCTURE STANDARDS FOR PRIMARY SCHOOL A. General Facilities The basics of standardization/standards that need to be considered in facilities and infrastructure are: 1) Manufacturing and financing: made from strong and easily available materials. 2) Construction is strong and easy to implement 3) The cost is relatively affordable by the funds available and provided. a) Usage b) Enjoyable and fun. c) Easy to organize and move. d) Can ensure health and safety. Education unit buildings are not the same as other buildings such as houses, shops, factories, houses of worship, even offices. Educational unit facilities and infrastructure have specificity or specifications that are different from those that are not used for teaching and learning activities. This can be seen from the specificity of architecture, construction, ventilation, lighting, types and shapes of buildings and rooms, use, distance between one room and another, hallways, qualifications of building materials, size and color. The characteristics that must be considered include: 1) The learning group or age of the learners 2) The level of learning to be served. 3) Scheduling of service times. 4) Possible future expansion. In terms of the shape, size and color of the education unit, the issue is that the education unit is a place that will be occupied by a large number of learners who need different services from what they experience at home. 1. Shape The shape of the education unit is called the "architectural style" from the outside, the front or the whole. Indeed, there are many different styles of education unit architecture that can be followed, especially in keeping up with advances in technology and models today. But what is important is that the first impression for anyone towards the building of the education unit is: "the shape of the education unit building" with its distinctive characteristics, which does not cause even laymen to call it another building that is not an education unit building, even though it may be without any signage. In choosing and determining the form of the education unit building, it is determined by or adapted to the area or place where the education unit building is located, so that there is no lame scene that mutually affects the smooth running of education and the beauty of the city / village arrangement. Regarding the state of the environment also contributes to determining the building of the education unit. Some models of education unit buildings that can be selected include: a) Style Romanesque classic or ancient, but majestic and majestic. b) Spanish and Gothic styles that are antique but elegant. c) Italian Style which is generally a form of "flats" with specialization as an educational unit building. d) Dutch - German Style whose form compensates for the forms of other buildings around it. e) Style American Colonial magnificent and surrounded by a wall of fences as a safety for its inhabitants. f) Modern Style whose forms are diverse and interesting that does not yet have a specific name or style. g) Regional Style that uniquely brings personality with its own cultural art that glorifies the majesty and greatness of the ancestors. h) Style that may be standardized typically as a building for the implementation of formal education with a variety, color and size are certain. 2. Size a) Land to build an educational unit actually depends on the type of educational unit to be organized and the number of learning spaces required as well as institutionally determined goals. b) The size of the teaching and learning space is also determined by the space for students who occupy it, so there needs to be a limitation of the ratio between the number of students as class occupants and the size of the room. c) Regarding the size of furniture, it already has certain standards which are also inseparable from calculations based on the freedom of movement of students who use it. 3. Colors By paying attention to the use of suitable colors, a safe, comfortable and pleasant situation can be created, giving rise to a feeling of "home" for the residents. Color has meaning and influence on physical and psychological as well as views on its aesthetic value. The choice of colors that are suitable and harmonious is a must for walls and fixtures. Generally, plain light soft colors are suitable colors for coloring classroom walls. Colorful colors that are rather bright and striking are quite appropriate for educational equipment/tools, while the best color for furniture is the original color of the raw material. Thus, the color itself has aroused the attraction and interest of students to use it for direction and guidance so that it will function properly. Avoid dark colors in narrow spaces. The view of having to color bathrooms toilets and urinals with old / dark colors are not easily seen dirt, is a wrong view that must be changed immediately. Good colors for the benefit of education units are: a) Colors that do not dazzle or accelerate eye fatigue so as not to interfere with teaching and learning activities. b) Colors that easily show the presence of dirt so that it is immediately easy to clean. c) Natural colors are harmonious and bright and provide aesthetic harmony for residents and users. The selection and use of colors for the benefit of building furniture and equipment of educational units must be really thorough and carefully considered, because physical influences such as fatigue or excitement / enthusiasm and intelligence is a result of the inappropriate selection and use of colors. Similarly, colors have meaning in everyday life both as codes, symbols, signals or signs. B. Facilities and Infrastructure Standards Facilities and Infrastructure Standards based on Permendiknas No. 24 of 2007, specifically the standards of school facilities and infrastructure that are used as guidelines in improving the quality of schools from BSNP are as follows: Education Unit (SD/MI) 1) One primary school/madrasah (SD/MI) has facilities and infrastructure that can serve a minimum of 6 study groups and a maximum of 24 study groups. 2) One primary school/madrasah (SD/MI) with six study groups is provided for 2000 residents, or one village/kelurahan. 3) In areas with a population of more than 2,000 people, additional facilities and infrastructure can be provided to serve additional study groups in existing SD/MI, or a new primary school/madrasah (SD/MI) can be provided. 4) In a group of permanent and small settlements with a population of more than 1000 people, there should be one primary school/madrasah (SD/MI) within a maximum walking distance of 3 km through a path that is not dangerous. a. Provisions for Infrastructure and Facilities The provisions regarding the infrastructure and the facilities in it are regulated in the following standards. 1) Classrooms a) The function of the classroom is a place for theoretical teaching activities, practices that do not require special equipment, or practices with special tools that are easy to present. b) The minimum number of classrooms is equal to the number of study groups. c) The maximum capacity of a classroom is 28 students. d) The minimum ratio of classroom area is 2 m2/learner. For study groups with fewer than 15 students, the minimum classroom area is 30 m2. The minimum width of the classroom is 5 m. e) Classrooms have windows that allow adequate lighting for reading books and to provide a view to the outside of the room. f) Classrooms have adequate doors so that learners and teachers can exit the room immediately in case of danger, and can be locked properly when not in use. g) Classrooms are equipped with facilities 2) Library Room a) The library room functions as a place for students and teachers to obtain information from various types of library materials by reading, observing, listening, and at the same time where the task force manages the library. b) The minimum area of the library room is equal to the area of one classroom. The minimum width of the library room is 5 m. c) The library room is equipped with windows to provide adequate lighting for reading books. d) The library room is located in an easily accessible part of the school/madrasah. e) The library room is equipped with facilities 3) Science Laboratory a) Science laboratories can utilize classrooms. b) Science laboratory facilities function as tools to support activities in the form of experiments. c) Every SD/MI is equipped with science laboratory facilities. 4) Leadership Room a) The leader's room functions as a place to conduct school/madrasah management activities, meetings with a small number of teachers, parents of students, elements of the school committee/madrasa council, education office officials, or other guests. b) The minimum area of the leader's room is 12 m2 and the minimum width is 3 m. c) The leader's room is easily accessible to teachers and guests of the school/madrasah and can be locked properly. d) The leader's room is equipped with facilities 5) Teacher's room a) The teacher's room functions as a place for teachers to work and rest and receive guests, both students and other guests. b) The minimum ratio of teacher space is 4 m2/educator and the minimum area is 32 m2. c) The teacher's room is easily accessible from the school/madrasah yard or from outside the school/madrasah environment, and close to the leadership room. d) The teacher's room is equipped with facilities 6) Place of Worship a) The place of worship serves as a place for school/madrasah residents to perform worship required by their respective religions during school time. b) The number of places of worship is in accordance with the needs of each SD/MI, with a minimum area of 12 m2. c) The place of worship is equipped with facilities 7) UKS room a) The UKS room functions as a place for early treatment of students who experience health problems in schools/madrasas. b) The UKS room can be utilized as a counseling room. c) The minimum area of the UKS room is 12 m2. d) The UKS room is equipped with facilities 8) Latrine a) Latrines function as a place to defecate and/or urinate. b) There is a minimum of 1 latrine unit for every 60 male students, 1 latrine unit for every 50 female students, and 1 latrine unit for teachers. The minimum number of latrines in each school/madrasah is 3 units. c) The minimum area of 1 toilet unit is 2 m2. d) Latrines must be walled, roofed, lockable, and easy to clean. e) Clean water is available in each latrine unit. f) Latrines are equipped with facilities 9) Warehouse a) The warehouse functions as a place to store learning equipment outside the classroom, a place to temporarily store school/madrasah equipment that is not yet functioning, and a place to store school/madrasah archives that are more than 5 years old. b) The minimum area of the warehouse is 18 /m2. c) The warehouse can be locked. d) The warehouse is equipped with facilities 10) Circulation Room a) Horizontal circulation space serves as a place to connect between spaces in the school/madrasah building and as a place for play activities and social interaction of students outside of class hours, especially during rainy days when it is not possible for these activities to take place in the school/madrasah yard. b) Horizontal circulation spaces in the form of corridors connecting spaces in school/madrasah buildings with a minimum area of 30% of the total area of all spaces in the building, a minimum width of 1.8 m, and a minimum height of 2.5 m. c) Horizontal circulation spaces can connect spaces well, have roofs, and receive sufficient lighting and ventilation. d) Corridors without walls on the upper floors of multi-storey buildings are equipped with safety fences with a height of 90-110 cm. e) Multi-storey buildings are equipped with stairs. Multi-storey buildings with a length of more than 30 m are equipped with a minimum of two stairs. f) The farthest distance to reach the stairs in multi-storey buildings is no more than 25 m. g) The minimum width of the stairs is 1.5 m, the maximum height of the steps is 17 cm, the width of the steps is 25-30 cm, and equipped with sturdy handrails with a height of 85-90 cm. h) Stairs that have more than 16 steps must be equipped with a balustrade with a minimum width equal to the width of the stairs. i) Vertical circulation spaces are equipped with adequate lighting and ventilation. ● The playground/sports area functions as an area for playing, exercising, physical education, ceremonies, and extracurricular activities. ● The minimum ratio of playground/sports area is 3 m2 / learner. If the number of learners is less than 180, the minimum area of the playground/sports area is 540 m2. ● Within this area, there is a minimum area of 20m x 15m that has a flat surface, good drainage, and no trees, drains, or other objects that interfere with sports activities. ● Part of the playground is planted with greenery trees ● The playground/sports area is located in a place that least disrupts the learning process in the classroom. ● The playground/sports area is not used as a parking lot. ● The playground/sports area is equipped with facilities