HOMEWORK

Do you know homework? homework is a task which given by teacher for their student. I think all of you as a student ever get homework, maybe always get home work. Some of you happy when gets homework but the other annoyed. Have you ever can’t do the homework? ofcourse yes because not all student can do it perfectly.

Mid-19th century: Most of the students of that period were in school up to sixth grade (elementary). At that time high school homework was demanded to be enforced but not to the point of triggering controversy.

1900–1913: Ladies Home Journal opposes public relations, asking doctors and parents to say that public relations damages the health of children.

1899–1915: Various school districts throughout the country, including San Francisco, Sacramento and Los Angeles, passed anti-PR regulations.

1901: California Legislature passes a rule to abolish homework in class K-8, and restrict homework in secondary schools.

1948: National survey shows that the average amount of time spent on homework by secondary school students is three to four hours per week.

1940–1960: The educational debate shifted from abolishing public relations to reforming public relations and making it more creative and individual.

1949–1955: The progressive education movement is questioned, accused of being anti-intellectual and not strict enough to maintain the quality of education. The pro PR movement was formed.

1957: The launch of Sputnik in the Soviet Union gave impetus to the pro PR movement and sparked their concern that students in America did not follow in the footsteps of students in the Soviet Union and would miss their achievements.

1983: A Nation At Risk denounces the increasing flow of mediocrity in American schools. Three years later, the US Department of Education published a pamphlet entitled “What Works” and concluded that homework served to reduce mediocrity among students.

1990s: There is a consensus between educators and the public to support public relations. Many regions have issued policies demanding the adoption of public relations. The survey shows the level of homework for secondary schools has not increased, but the number of homework provided to children in primary schools has increased dramatically.

As a student

Sometimes homework make us happy, if the lesson is our favourite and easy to do. But if the lesson is not our favourite and hard to do, homework make us annoyed. They must measure homework portion. We ever get hard homework, high level, to me the homework not for us because our teacher hasn’t yet or never discuss those chapter. We are junior high school but the chapter for senior high school, can we do the homework? Only smart student can do the homework.

As a teacher

Homework was given for students with specific goals. Like a to train discipline. Schools that have become accustomed to strict discipline, teachers doesn’t give them many homework. But for schools whose discipline level is still windy, let alone giving homework, bringing textbooks according to the schedule on that day alone, not all students can attend. Homework helps students to study. When they have homework, they will open books and try to do. But when the teacher doesn’t give them homework, they are lazy although only open the book. So we try to make them study with this way.

Actually, homework/task was given for student in order to improve understanding those material. When the student has tried do the homework but they can’t finish it or didn’t understand, they can ask the teacher to explain again until they understand. However, some teacher only judge them without reason. The teacher think if their student doesn’t study hard so they doesn’t understand the material.

Indeed, that does not guarantee that homework can help students, if indeed the student has other responsibilities, selling for city children who have to help their parents, in rural areas must go to the fields and so on. This is a problem, children are reduced hours to help parents. But are there still many “children” of workers like this now? With abundant funds, the opportunity for children to work is reduced so that schools can be more focused, two to thirty years ago, can be accepted. There are fewer child workers. And it seems that the reason for that is no longer relevant.

The ability of children to absorb subject matter is based on predetermined competencies. The level of competence of certain classes is different from other classes, even if it is in one level. In fact, what is good is the level of competency based on students, because the ability of students is very diverse. But many schools take shortcuts with leveling.

When a child has achieved competence, the child is said to have mastered a portion of the subject matter. This means that the student has understood the content of the subject matter. If the child already understands and understands why should be given homework? To my knowledge PR is not included in the official rules. What there is is enrichment and remedial. Enrichment was given to a number of students in order to obtain higher knowledge. The remedial is treated to students, when these students have not reached competence.

I concluded that public relations was only a perception. There is a student who is quick to work, but there is also a slow one that takes up time studying at home. Not doing homework means not fulfilling the work as a student, conversely the teacher giving homework must see the conditions.

There are several formulas that can be used to study at home. ¼ to do homework and ¾ to learn. Or 1/3 to do homework and 2/3 to learn from the portion of study time at home.

Many effects result from giving homework

Academic

Cooper, Robinson & Patall (2006) have conducted research on the effect of giving homework on student achievement. The results vary from the child’s age and level of education. This indicates that homework does not have the same effect on student academic achievement.

In adolescents and high school students, giving homework which is quite intense has succeeded in increasing their academic achievement. Achievement differences are seen between students who are accustomed to being given homework assignments and students who are not given homework.

But assigning too much homework to teenagers or older students shows poor results. Those who spend time doing homework two hours a day and up show poor academic performance.

Meanwhile, giving homework to elementary school students, does not have much impact on student academic achievement. On average, the results of giving homework to them actually worsen their performance or even the same.

But for students who are less smart, giving homework can have an impact on their achievement. Whereas among smart students, giving homework does not make a significant difference.

Non-Academic

Meanwhile, Epstein (1988) found an almost zero correlation between the number of homework and parent reports about how well their elementary school students behaved. Vazsonyi & Pickering (2003) studied 809 adolescents in American secondary schools and found that there was a higher correlation between time spent on homework and bad behavior.

Their students are more likely to have negative perceptions about homework and are less likely to consider developing these skills for homework. Leone & Richards (1989) found that students generally have negative emotions when completing homework and reduce involvement compared to other activities.

On the other hand, Bempechat (2004) says that homework develops students’ motivation and learning skills. In a single study, parents and teachers of middle school students believed that public relations improved student learning skills and personal responsibility skills.

Use of time

Galloway, Conner & Pope (2013) surveyed 4,317 high school students from ten leading schools. They found that students spent more than 3 hours doing homework every day.

As a result, 72% of students experience stress due to homework, and 82% report symptoms of physical disorders. Students sleep for an average of 6 hours 48 minutes, lower than the recommendations set by various health institutions.

A study conducted at the University of Michigan in 2007 concluded that the amount of homework provided was increasing. In the sample taken, students between the ages of 6 and 9 showed that they spent more than 2 hours a week on homework. Even though in 1981 students only spent 44 minutes.

Health

Homework has been identified in various studies as a dominant or significant source of stress and anxiety for students. The study of the relationship between public relations and health is little compared to studies of the relationship between public relations and academic achievement.

Cheung & Leung-Ngai (1992) surveyed 1,983 students in Hong Kong, and found that homework caused not only added stress and anxiety, but also symptoms of physical disorders, such as headaches and stomach aches.

Students in the survey who were punished by parents or teachers and were teased by peers for forgetting to do or turn in homework had a higher incidence of depressive symptoms. 2.2% of students report that they “always” have suicidal thoughts.

A 2007 American student study by MetLife found that 89% of students felt stressed by homework. 34% reported that they “often” or “very often” felt stressed because of homework. Stress is especially visible among middle school students. As a result, stressed students are more likely to not sleep.

In Daily

Homework can cause tension and conflict at home and at school and can reduce family free time with students. In the Cheung & Leung-Ngai survey (1992), failure to complete homework and low student grades where homework is a factor, correlates with greater conflict.

Some students have reported that teachers and parents often criticize their work. In the MetLife study, middle school students reported spending more time completing homework than doing homework. Kohn (2006) argues that homework can create family conflict and reduce the quality of life of students.

Sallee & Rigler (2008), reported that homework disrupts students’ extracurricular activities and responsibilities. However, Kiewra et al. (2009) found that not many parents reported homework as a distraction from the activities and responsibilities of their children. Galloway, Conner & Pope (2013) recommend further empirical studies related to this aspect because of differences between student and parent observations.

The education system received the best because it managed to reach a literacy level of 100%. Similarly, in tests analyzing and thinking critically, South Korea determines the order of the top.

Behind this success, there are also negative things that we might not agree with.

In South Korea, students learn a lot of pressure in learning. They study all year long without a long vacation.

In addition, their culture makes the pressure come from other students. Culture wants to excel even seen since early education.

The positive side, they are principled that talent is important. Their culture emphasizes that as long as students work hard and diligent, they will become smart, and there is no reason to fail.

Classes in South Korea that accommodate many students. This refutes the Western concept of discussing class with only a few students.

However, South Korea’s principled teacher leads the class as a community. With a large number of students, students are drilled to socialize more in the community.

Then what about the education system in Finland?

Pearson Group Finland is no longer the top state, there are still many who consider the finnish education system to remain the best.

Why is Finland considered the best? There are several things that are very different from the education system in Indonesia:

1. Class hours are very short

We study 6–8 hours per day at school, plus hours of making homework at home that can take 30 minutes and 1–2 hours to study if there are tests on the transport.

While Finland, at any time they only study 3–4 hours at school. Finnish teachers only teach 600 hours per year. Students learn a lot in outside classes through extracurriculars.

2. Flexible according to interests

The education system in Finland prioritizes the interests of every student. 1/3 of the lessons in high school are student choice subjects.

3. Learning a combination of several lessons at once

In 2015 Finland made a change in their curriculum. In fact, now they have occupied the top position.

The reason for the change is that the world is always changing, so the world of education must also be adapted to the needs of the environment.

They are expected to be individuals who are ready to work later on. They do not merely learn each subject, but study it as a combination of lessons.

Finland has a principle that being proficient in just one field will not make students successful, and will not change the world.

For example, a compilation of learning about the European Union, they simultaneously study history and economics.

This combination can be adjusted by each teacher. It could be, one day they learn “How to manage a cafe”, which contains a combination of math, economics, foreign languages ​​to serve customers, plus experiences that are different from formal learning styles.

4. Learning without stress

A stress-free learning culture colors the education system in Finland. Not a lot of homework and exams are given.

5. Good teacher quality

Only 1 in 10 applicants who are successfully accepted as teachers. In the 1970s, 80% of academy teachers were closed, so only the best were available now.

How about Indonesia? Not only teachers, but many textbooks are not quality, but they have escaped from state supervision.

6. Prioritize student collaboration

Their classroom layout moves using tables lined up facing forward, but circular so students can see each other.

Students are expected to actively speak, not passively ask the teacher and wait for questions by the teacher.

Their conversation and socializing were fostered from the start.

Parents, consider the differences in the education system in Indonesia with 2 countries that are considered successful in implementing their respective education systems.

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