Creating a Healthy and Characterful School

Culture
School culture has an important role in changing
schools. According to Reid and Holly (1987) in
Sharifah (2000), school culture is the result of
individuals in the school interacting, how they
behave with each other and their hopes to live in
harmony with each other. School culture has a
strong influence on the lives of its citizens in terms
of academic, social and personal progress
achieved by individuals at school. Cultivation in
schools is carried out through formal curriculum
and informal curriculum which is co-curriculum.
Accordingly, a healthy school culture will give birth
to a healthy social culture where students will be
exposed to norms, values, symbols and language
that shape their future.
A healthy school culture is able to create a school
identity or school image known as a "School of
Character". A school of character is an image of a
school developed by the community of a school.
Renihan and Renihan (1998) define school image
as the overall subjective views on the quality of
learning and the social environment, a collective
feeling built by the community as a result of
observation and experience of a school. Examples
of character schools such as SM Teknik, Teluk
Intan highlight the School Enterprise program and
SMK Sultan Abdullah, Chenderong Balai highlight
the Agricultural Science Laboratory project.
The formation of a school with character is one of
the goals of the implementation of co-curriculum in
schools. A school of character is a school that
excels not only based on student excellence in
academics but also in terms of the development of
student personality and discipline, including
abilities in various side areas such as sports
activities, uniformed teams as well as highlighting
any other talents. Through the co-curriculum, it is
hoped that the school will succeed in creating a
healthy and proud image of the school in order to
be an example to others and this image will be
able to be maintained by its citizens.
There are various advantages and benefits of co-
curricular implementation in education. Therefore,
its implementation must be carefully planned and
carried out more seriously by all parties. All
constraints in its implementation whether in terms
of teacher training, equipment facilities,
infrastructure, support, finance and so on need to
be overcome immediately. This is important so
that the implementation of co-curriculum in
education can achieve its objectives and
successfully produce a generation that is highly
educated and has a noble character. Therefore, a
study entitled "Evaluation of Co-Curriculum
Implementation in Secondary Schools" will be
conducted to assess the extent to which co-
curriculum implementation processes have been
successfully implemented. will use By using the
CIPP Evaluation Model by Stufflebeam (2002), this
evaluation study that will be implemented includes
three of the four components of the CIPP model,
namely input, process and product. It is hoped that
the study can contribute to the acquisition of
information so that continuous improvement
processes can be proposed and carried out from
time to tim