The Demand for Private Tutoring in Turkey: An Analysis of Private Tutoring Participation and Spending

This article explores the process, reasons, and determinants of private tutoring as perceived by the high school students in Şanlıurfa, Turkey. This is a survey study and the quantitative data for the study was collected with a questionnaire from 1329 high school students during the spring semester in 2019. According to the findings, almost half of the participants reported having received private tutoring at private teaching institutions in the last year. The most popular subjects for private tutoring were math, science, and Turkish. Exam-focused learning, poor classroom teaching were reported as the most important reasons behind receiving private tutoring. The individuals who referred most of the participants to private tutoring were the parents. Besides, it was determined that as age, grade, father and mother’s education level, level of income, and parents’ belief in the need for education increases, the likelihood of receiving private tutoring increases; as satisfaction level with the school decreases, students are more likely to participate in private tutoring. Also, it was found out that female students spent on private tutoring more than male students. It is concluded that the demand for private tutoring in Turkey is high, and this may be due to the university entrance system based on high-stakes testing.

technical Anatolian high schools, religious high schools, and private high schools. Any student who completes 8 years of basic education can go to these schools through a high-stake exam. Graduates of high schools can go to higher education institutions upon getting a satisfying score from the nationwide university entrance examination.
Private tutoring (PT), supplement the school teaching in exchange for a fee in academic subjects mainly for usually public examinations, is considered as a problem that can influence the teaching, students, and parents. Despite its prevalent existence, PT, as a parallel education system, remains very firmly in the shadows (Ireson, 2004). The private teaching institutions (dershane) are a highly debated, controversial issue in Turkey because it is believed that their existence and private tutoring practices disturb the equity in education in favor of children of wealthy families. To eliminate these institutions, the Ministry of National Education has made some legal rearrangements and forced them to shut down. However, most of the institutions still exist in different forms under different names such as course center, study center, educational support center, etc., and work like before. Students attend these centers for the same reason, to prepare for high-stake exams. As the closure of the private teaching institutions directly concerns many individuals, the sudden introduction of radical and comprehensive changes and their implementation without sufficient time is regarded as a move that puts the process in trouble.
To address the problem more effectively, it is believed that the possible causes and solutions of the issue need to be determined scientifically and holistically (Baran & Altun, 2014).
As a global phenomenon, PT or "shadow education", which is the process of marketization of education, has long been visible and embedded in Turkish educational life. A vast number of students from different socio-economic backgrounds receive private tutoring in different forms. Although PT is considered a supplement to mainstream education, it poses a serious risk to the educational system with its serious backwash effects on teaching and learning in mainstream schools. However, it is commonly believed to be beneficial and necessary by parents, students, and teachers. PT is considered a means of getting a better education or access to higher education, which enables individuals to move up the social ladder. The reason why PT, as a supplementary strategy, has been a demanded educational service by Turkish families is that the mainstream schools are not assumed to offer quality education in alignment with high-stake examinations, and ambitious parents desire better education for their children regardless of the financial and psychological burden of PT.
The first studies on PT in Turkey were conducted by Tansel and Bircan (2004, 2005, 2006. They claim that PT is an important, widespread phenomenon in Turkey and the main purpose for the demand for PT in Turkey is preparing for the competitive university entrance exam. PT is considered as a necessity to provide better education to the children for higher future incomes because it is generally believed that receiving PT increases the probability of being placed in a university program. Besides, it is believed that the content of the examination is not in alignment with the subject matters taught in the last year of high school, therefore, the senior students stop going to the school before the exam and focus on their studies in PT institutions. Thus, there is a tendency among Turkish parents to have their children receive PT to increase their probability of success at the exam. The main form of PT is receiving education at private teaching institutions. Compared to public schools, these are profit-oriented school-like organizations with better facilities such as under crowded classrooms, better class materials, and better teacher-student interaction. These institutions have become a large industry and PT expenditures are a very significant item in the budgets of most households. Tansel and Bircan (2004, 2005, 2006 determined several factors that affect the probability of receiving PT in Turkey. The expenditure on PT is found to be strongly related to the family income. In other words, the expenditure on PT increases with family income. Another important factor that increases or decreases the probability of receiving PT is the parents' educational level. With the increase of the parent's education level, the chances of receiving PT increases. The mother's education level and their being wage earner increases the likelihood of receiving PT rather than that of fathers. There is also a relationship between academic achievement and the probability of receiving PT. The students' self-reported or actual academic achievement is also an important determinant of resorting to PT. The students with high motivation, the ones who graduated from high school with honor or satisfactory degrees are more likely to receive PT. Females are statistically less likely to attend PT than males, but the gender difference does not seem to be much. Transitions between the levels of education based on results of the high-stake exams cause a competitive environment, which makes students feel a need for more support. The students seek educational support at private tutoring centers, study centers, and courses, as well as taking private tutoring. The TED (2010) report reveals that the level of private tutoring of students falls to the first grade in primary education. Despite the high prevalence of PT, the number of studies conducted on the issue is considered to be very low (as cited in Turkan & Çeliköz, 2018). Also, due to lack of official statistics and documentation (Tansel & Bircan, 2006), it has appealed to little academic interest and studies usually focus on the issues related to its nature, scope, scale, and motivation.

Importance of the Problem
Existing studies in Turkey (Tansel & Bircan, 2004, 2005, 2006 mainly examined the matters such as expenditures, the effect on the university entrance exam, demand for PT, and PT in general. Furthermore, the studies were big scale, but not recent. According to the findings of the study conducted by Tansel (2013), the characteristics and distribution of private tutoring vary significantly from province to province. In provinces located mostly in the east and southeast of the country, they are of lower quality. Beyond this, the lower number of secondary school students attending dershanes may be considered as an indicator of significant inequalities. Compared to other provinces in Turkey, Şanlıurfa has a smaller share of private teaching institutions (Tansel & Bircan, 2007). Therefore, the study is conducted in Şanlıurfa. To sum up, it is generally believed that today schools fail to fulfill their functions adequately and this leads to alternative educational practices that support academic success in many countries around the world. The most common of these is the PT, which is considered as an alternative to support for school lessons and preparation for exams. When the literature is examined, it is seen that the studies on private lessons mainly focus on equality of opportunity in education, the competitive environment created by education systems, and the cost of education. The research is considered important in terms of giving an idea about why private lessons are needed, the prevalence of PT, the reasons behind it, and the factors that affect the process. It is thought that the place of the private lesson in our education system and its reflections will contribute to the field, draw attention to the private lesson applications and give an idea for the new studies to be done.

Method
The main aim of the research is to analyze the practice and determinants of private tutoring participation in Şanlıurfa, Turkey. This research is a descriptive study designed in the survey model. Descriptive studies focus on a specific characteristic of a population so that some inferences can be made about some characteristics, attitudes, or behavior of this population (Babbie, 1990 as cited in Creswell,p. 137). A survey study provides a quantitative or numeric description of trends, attitudes, and opinions of a population, or tests for associations among variables of a population, by studying a sample of that population. Survey designs help researchers answer three types of questions: (a) descriptive questions; (b) questions about the relationships between variables; or in cases where a survey design is repeated over time in a longitudinal study; (c) questions about predictive relationships between variables over time. From sample results, the researcher generalizes or makes claims about the population (Creswell, 2008, p. 156). For the current study, the survey model was employed because it aims to answer descriptive questions (e.g., how many participants receive PT, why they receive PT, in what form of PT they receive, etc.) and questions about the relationships between variables (e.g., if there is a statistically significant relationship between the gender, age, parents' education level, involvement in education etc. and receiving PT or not, etc.). The detailed information regarding the sampling method, participants, their demographics etc. are given below.

Participant (Subject) Characteristics
The data used in the research are collected from 1329 high school students in Şanlıurfa, Turkey during the spring semester, 2019. Participants were selected among 81216 high school students using two-stage sampling. In the first stage, 5 high schools were selected randomly among 143 high schools in the city. As can be seen in Table 1, the study was conducted with the participation of 1351 high school students. 46.5% (n = 618) of the participants are female; 51.5% (n = 685) of them are male. The percentages are the participants in terms of the grade they attend to are namely 9 graders (30.9%; N: 418), 11 graders (25.4%; N: 343), 10 graders (18.6%; N: 251), and 12 graders (14.7%; N: 199). Most of the participants go to Anatolian High Schools (83.2%; N: 1124), Science high School (16.8%; N: 227). Table 2 presents background information related to the parent's education level, profession, family income level, parents' involvement in their children's education, and their belief regarding the necessity of education.  Table 2 shows the demographics of the participant's parents. As can be seen in the table, in terms of the education level of the parents, the fathers are namely primary school graduates (24.1%; N: 325), high school graduates (22.1%; N: 298), undergraduates/BA (21.7%; N: 293). As for the mothers, most of them are (24.9%; N: 337) are illiterate, or primary school graduates (23.4%; N: 316), secondary school graduates (15.5%; N: 209). The level of income of the majority is medium (60.7%; N: 820). Most of them come from middle-class families. As understood, the family participation in education is quite high (90.7%; N: 1225) and they have a positive attitude towards the necessity of education (94.9%; N: 1282). Table 3 presents background information related to the participants' school selection (voluntary/involuntary), overall satisfaction with their school (how satisfied the students are with their school, what they think about the quality of the instruction, whether the school alone is sufficient for high-stake exams or not, etc.)  Most of the participants think that their school is not sufficient to be successful at high-stake exams alone (47.1%; n: 636). They think that they need extra educational support (44%; n: 595). The percentage of the participants who think their school is not successful at high-stake exams (56.6%; n: 764) is higher than the ones who think it is (42.5%; n: 574).

Sampling Procedures
For the study, the cluster sampling method was used for school selection. Cluster sampling is a method in which the population is divided into clusters and some of these clusters are randomly selected as the sample of the study. As for this study, the schools were clustered based on their type, as Anatolia high school, Science high school. The reason why these school types were chosen is that these schools admit their students based on the scores of high nationwide standardized test (LGS). As for the sampling of the participants, the same technique-cluster sampling-was employed. First, the students were clustered based on the grade they attend, and then random groups were chosen with a simple random sampling technique for data collection.

Data Collection Tool
The data for this study were collected with a questionnaire. The questionnaire consists of 4 main sub-sections. The first subsection is composed of questions about the demographics of the participants (their sex, age, school type, parents' professions, education levels, income level, etc.) The second subsection involves questions concerning the opinions of the participants about their school (their selection of the school, how content they are with the quality of the instruction, being a student at their school, school's sufficiency for the high-stake exams, etc.). The third sub-section involves questions regarding PT (whether they receive PT, the reasons why or why not, etc.) The fourth sub-section has questions who reported receiving one form of PT (how they receive PT, which courses, why they receive PT, who referred them to PT).
The stages of developing a questionnaire are described by Anderson (1990) are as follows: a. defining the problem, b. writing the questions, c. seeking for expert opinion, d. piloting and finalizing the form (as cited in Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz, & Demirel, 2012). While developing the data collection form-questionnaire-these steps are followed. Following the related literature review, the questions in the form (Yes/No questions, Likert-scale questions, marking questions, etc.) are developed, and the first draft of the form was developed. Having formed the first draft of the data collection tool, to ensure the validity of the form, expert opinions were sought. For that purpose, 3 expertise in the field were consulted and asked to fill in the expert opinion form developed by the researcher. The level of agreement of the experts is expected to be 90−100% at the point where each problem is valid (Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz, & Demirel, 2012). The agreement rate on the items was found to be 92%. Upon revising and making necessary adjustments, the final form of the questionnaire was formed. The pilot study was conducted with the participation of 73 students at a high school who was not involved in the actual study. Having analyzed the returned questionnaires and the feedback, some small changes were made, and the development of the data collection tool stage was finished, and the form was made ready to apply, the questionnaire was distributed to all (2061) students in the 5 high schools. Since the participation was voluntary, 1373 forms were filled. Inaccurate and incomplete forms were eliminated. The remaining 1330 forms were analyzed employing the analysis of variance, chi-square, and t-tests.

Results
The descriptive and inferential findings based on the analysis are given in this section. As for the descriptive analysis, the number of participants who reported receiving PT, whether they would like to receive PT, the reasons why they wish to receive PT, the reasons why they do not receive PT, the types of PT, the subjects, and the reasons that the participants reported behind receiving were analyzed. Table 4 shows the number of the participants who reported receiving PT.  Table 4 shows the number and percentages of the participants who reported receiving one form of PT in the last educational year. Only 1330 out of 1373 participants stated whether they received PT or not. As can be seen in the table, almost half of the participants (n: 622; 46.8%) reported receiving at least one form of PT. Table 5 presents information concerning the number of participants who wish to receive PT.  Table 5 shows the number and percentages of the participants who wish to receive PT in the following year. Only 916 participants replied to this question. As can be seen in the table, more than half of the participants (n: 636; 69.4%) express their wish to receive PT in the following educational year. Table 6 presents information related to the reasons why participants do not receive PT.  Table 6 shows the number and percentages of the participants who do not receive or wish to receive PT. Only 625 participants replied to this question. As can be seen in the table, almost one-third of the participants (n: 303; 48.5%) stated that the reason why they do not receive PT is because of financial impossibility, whereas another one third (n: 280; 44.8%) think that it is not a necessity and few participants (n: 42; 6.7%) reported not having an academic goal, which can be interpreted as it is considered futile. However, almost one-fourth of the participants marked the other option but since they failed to express what they mean by others, this finding is difficult to interpret.   Table 8 presents information concerning the type of PT practices of the participants who reported receiving PT. The descriptive analysis was conducted on 556 participants who reported having received one form of private tutoring in the last year. As can be seen in Table 4, although 556 participants reported having private tutoring outside the school, only 506 of them marked the form of PT they received. The percentage of the participants who reported receiving PT in form of one-to-one is 12.9% (n: 80); small group is 3.5% (n: 22); foreign language courses is 1.4% (n: 9); online courses is 7.7% (n: 48); other form is 1.3% (n: 8). The vast majority (n = 310, 61.3%) reported having private tutoring at a private teaching institution (Dershane); 18.6% (n = 94) reported having private tutoring at study centers (Etüt Merkezi) and 15.8% (n = 80) reported having one-to-one private tutoring. Small-group tutoring was the least common type of private tutoring (4.3%). Table 8 shows the subjects that the participants reported receiving.  Table 8 presents information related to the subjects that participants got as private tutoring. As can be seen in Table 8, most of the participants reported having received some sort of private tutoring in Math (82.9%; n: 515), in Science (71.3%; n: 443), and in Turkish (50.4%; n: 313). The less favorite subjects were social (21.4%; n: 133), English (10.8%; n: 67) and not specified (5.2%; n: 32). The reasons why the participants resort to PT are given in Table 9 below.  Table 9 shows the reasons why the participants wish to receive PT. As can be seen in the table, 511 participants (28.8%) stated that the reason why they wish to receive PT is to get better grades at school. Likewise, a vast majority (n: 560; 31.6%) stated that it is because of high-stake exams. The other reasons behind wishing to receive PT are as follows: poor classroom instruction (n: 292; 16.5%); not having someone at home to help with schoolwork (n: 181; 10.2%); for homework (n: 86; 4.9%); family pressure (n: 31; 2.1%); to make new friends (n: 31; 1.7%); everybody receives (n: 23; 1.3%) and other (n: 50; 2.8%). These findings show that the participants do not think the education they receive at school is not sufficient to be successful not only at the high-stake exams but also at exams at school alone, which means they need extra support to be academically successful. They also reported that they did not understand well at the school and therefore they needed PT. Table 10 below shows the ones who referred the participants to PT.  Table 10 presents information about the individuals who directed students to receive private tutoring. As can be seen in Table 10, mostly the parents direct their children to receive private tutoring (63.3%; n: 321). An interesting finding is that some teachers (17.8%; n: 90) also refer them to PT, which may be interpreted as some of the teachers also think that education at school needs to be supported. İndividuals such as siblings (9.7%; n: 49), relatives (6.5%; n: 33) except for friends (14.8%; n: 75) do not have a big impact on the decision of the participants receiving PT. To understand what factors may affect receiving PT, the Pearson chi-square test was run. Table 11 presents chi-square test results. As can be seen in Table 11, according to the Pearson chi-square test results, as age and grade, which shows that students are nearing high-stake exams, increase, they are more likely to receive PT (age: χ2 = 357.365, df = 2, p < 0.001; grade: χ2 = 36.224, df = 2, p < 0.001). Whether the parents' education level effect receiving PT, it was determined that as the parents' education level increases, the likelihood of receiving PT increases (father's education level: χ2 = 236.399, df = 6, p < 0.001; mother's education level: χ2 = 147.3755, df = 6, p < 0.001). The finding shows that mothers are more influential in their children's education. Parents' involvement is determined to be statistically significant in the participants' receiving PT (parent involvement: χ2 = 447.696, df = 1, p < 0.001). The more parents believe in the necessity of education, the more likely the students receive PT (χ2 = 566.096, df = 1, p < 0.001). There was also found a relationship between the satisfaction with school and receiving PT (χ2 = 1057.063, df = 2, p < 0.001).
To sum up, according to the Pearson chi-square test results, age, grade, school type, father's and mother's education level, parents' belief in the need for education, satisfaction with the school may affect participation in private tutoring. As age, grade, father's and mother's education level, and parents' involvement, their belief in the need for education, dissatisfaction with the school increase, students are more likely to participate in private tutoring. As satisfaction with the school decreases, students are more likely to participate in private tutoring. Besides, Science high school students are more likely to participate in private tutoring.

Discussion
According to the findings, it was determined that most of the participants express a preference of receiving PT at private teaching institutions and study centers whereas quite a few of the participants reported receiving one-to-one and small-group PT. This may be since one-to-one and small-group tutoring are the most expensive types of PT. Since the Şanlıurfa city has lower income levels compared to the rest of the country, it makes sense that families on a budget send their children to low-cost types of PT. According to Turkish statistical institute reports, in 2019, Istanbul ranked first in GDP per capita with 86 thousand 798 TL. Kocaeli was followed by Istanbul with 81 thousand 228 TL and Ankara with 71 thousand 27 TL. In the GDP per capita calculations at the provincial level, Van with 18 thousand 708 TL, Şanlıurfa with 17 thousand 465 TL, and Ağrı with 16 thousand 727 TL took the last three places (TUİK, 2021).
The most popular subjects of PT were determined to be math, science, and Turkish. These are considered to be the most important subjects affecting central exam scores. Therefore, there is no coincidence in students' favoriting these subjects. The reason behind this could be to get higher exam scores and gain entrance to the best schools. This finding is also in line with the finding that the most important reasons for receiving PT are to prepare for exams, to get better grades at school, and to understand school subjects better. Liu and Bray (2016) state that there is a positive and significant relationship between students' future academic expectations and receiving PT and students who are not satisfied with their academic success are more likely to receive PT. Also, Tan (2017) states that the majority of parents who want to give their children a competitive advantage in exams lead them to PT. In some studies, it is claimed that private tutoring increases students 'self-esteem, interest in learning, and academic performance (Hajar, 2018;Ghosh & Bray, 2018;Ha & Park, 2016). On the other hand, Chan and Mongkolhutthi (2017) states that a competitive education system negatively affects students' social development.
There are several educational, economic, and cultural factors that affect the demand for PT. The high-stake tests are the most widely given reason to receive PT (Azam, 2016;Bray et al., 2014;Kim & Lee, 2010;Stevenson & Baker, 1992;Tansel & Bircan, 2005). Hajar (2018) states that PT is perceived as a powerful tool that will provide an advantage in school entrance exams; increases the interest of students in learning, and help them gain an advantage in the competitive environment that creates pressure on their parents and themselves in addition to receiving efficient education. It is argued that there is a close relationship between the quality of teaching in schools, the type of school, and the demand for PT. The perceived low quality of teaching in schools seems to the driving force behind the extensive demand for PT. It is argued that teachers' inadequacy (low quality) is the main factor behind this educational failure. (Hamid et al., 2017;Akdemir & Kılıç, 2020). However, Bray et al. (2014) didn't find a significant relationship between the quality of teaching in schools and the demand for PT. Compared to other grades, the senior students seem to resort to PT more, which is understandable given the fact they will face a high-stake test soon enough (Dang, 2014). It would be wrong to assume that the extensive demand for PT is a sign of educational failure (Bray, Zhan, Lykins, Wang, & Kwo, 2014), but receiving PT might be an important obstacle to social mobility (Bray, 2011;Buchmann, 2002;Dawson, 2010). According to the findings of several studies (Bray & Kwok, 2003;Zhang & Xie, 2015;Psacharopoulos & Papakonstantinou, 2005), there is a significant positive relationship between the family income and the probability of receiving PT.
The wealthier families spend more on PT and provide their children with better quality tutoring. The higher the family income, the more is spent on PT (Azam, 2016;Bray et al., 2014;Bray & Kwok, 2003;Zhang & Xie, 2015;Dang, 2014;Kang, 2011;Tansel & Bircan, 2006). The richer families seem to get their children to receive more one-to-one type of PT compared to the poorer families who resort to less expensive forms of PT or none. Some studies found a positive significant relationship between the education level of the mothers and demand for PT while the education level of fathers was not found to be effective (Bray et al., 2014). There seems to be a consensus concerning the reasons behind PT. Generally speaking, the reasons such as low quality of mainstream education, poor classroom instruction, teacher inadequacy, etc. may lead to families seeking alternative education which gives rise to the prevalence of PT (Pallegedara & Mottaleb, 2018;Tsiplakides, 2018;Sieverding, Krafft, & Elbadawy, 2019;Akdemir & Kılıç, 2020).
In most situations, parents direct their children to receive private tutoring. Since parents understand the importance of education and high-stake tests better, they want their children to enter prestigious universities and find high-paying jobs upon graduation. Therefore, parents may see PT as a way of achieving these goals. Melese and Abebe (2017) state that parents and friends are the driving force for students to receive PT and that there is widespread demand, especially among students who will take national exams. Accordingly, the main reason why students resort to PT is to improve their academic scores.
According to findings of this study, age, grade, school type, father's and mother's education level, income level, parents' belief in the need for education, satisfaction with the school may affect participation in private tutoring.
As age, grade, father's and mother's education level, income level, and parents' belief in the need for education increase, students are more likely to participate in private tutoring. As satisfaction with the school decreases, students are more likely to participate in private tutoring. Science high school students are more likely to participate in private tutoring.
In some studies, it is investigated if there is a relationship between the students' academic achievement, and receiving PT (Dawson, 2010;Bray et al., 2014). It is generally accepted that self-estimated academic level and grade are two of the important variables in demand for PT. Bray et al. (2014) found that students whose self-estimated academic achievement is low or fair probably receive more PT compared to students who consider themselves as higher academic achievers. Besides, higher achievers could be more active in looking for assistance from their schoolteachers and might have higher self-confidence in learning themselves (Ghosh & Bray, 2018). However, there are no clear findings of the relationship between receiving PT and academic achievement (Liu, 2012;Zhang, 2013;Zimmer, Hamilton, & Christina, 2010). The driving force behind receiving PT might change from person to person and society to society. While some students actively seek tuition, others may be forced by their parents or other individuals such as their friends, relatives, and so on (Barrow & Lochan, 2012).
As for the expenditure on PT, it was found that gender may affect spending on private tutoring. Female students tend to spend more than male students. In several studies, the relationship between gender and demand for PT was analyzed and controversial findings were obtained. In some countries, it is found that male students are supported more than females given that they are expected to look for jobs that necessitate educational qualities (Aslam & Atherton, 2014;Ghosh & Bray, 2018;Nath, 2008). The opposite is also true. Kim and Lee (2010) found that money spent on education for females is higher than that of males. This could be because girls study harder, or they strive for academic achievement more strongly than boys. However, the subjects of PT could change according to gender. For example, Zhang (2013) found that more female students receive tutoring in English and Chinese, while male students prefer Math and Science. To sum up, it can be concluded that there is no significant gender difference that determines the demand for PT (Dang, 2007). The difference in findings could be because of the cultural values, social gender expectations, and different approaches to the education of the genders (Bray et al., 2014).

Conclusions
It is interesting to see that the determinants of participation in PT (age, grade, school type, father's and mother's education level, income level, parents' belief in the need for education, satisfaction with the school) do not determine the spending on PT. This may be because most of the students participate in private tutoring institutions that compete with each other. Therefore, the prices of these institutions cannot differentiate much.
Since most of the parents of the students who participated in this research have middle-level income, their spending preferences may be similar.
As it was stated in the report of TUIK (2021), although Şanlıurfa has a low socioeconomic status compared to other cities in Turkey, almost half of the students who participated in this research reported that they had received PT in the last year. This is an important result that reveals the common trend in Turkey. This may be a sign that the education system in Turkey does not give students what they need. So, the students seek help from PT as a shadow education system and spend their parents' limited income. This is a side-effect of high-stake testing that is seen in other countries. To overcome this problem, Turkey should decrease the use of high-stake test scores in school registration processes. Also, an education system that is more aligned with student needs should be established. However, further research is needed to prove these assertions.
This study also concludes that the new PT policy of the Ministry of National Education seems to be ineffective. Students are still eager to attend private teaching institutions that are forced to exist under different names. This may be due to the need for PT to excel at high-stake exams. This implies that adopting such policies to prevent PT without providing a quality education tailored to the needs of students is destined to fail. The Ministry should eliminate the demand for PT, not the PT itself. This may be achieved by embracing the recommendations given previously.

Recommendations
Based on the findings of the study, given that almost half of the students who participated in this study reported receiving PT in the last year, the schools alone seem not to provide good quality education for the success at high-stake exams as well as school exams. So, the students seek help from PT as a shadow education system and spend their parents' limited income. This is a side-effect of high-stake testing that is seen in other countries. To overcome this problem, in Turkey, it may be considered to decrease the use of high-stake test scores in school registration processes. Also, the education system needs reforming to be more aligned with student needs should be established. However, further research is needed to prove these assertions. Besides, the new PT policy of the Ministry of National Education seems not to be effective. Students are still attending private teaching institutions that are forced to exist under different names. This may be due to the need for PT to excel at high-stake exams. This could be interpreted as that adopting such policies to prevent PT without providing a quality education tailored to the needs of students is likely to fail. Therefore, the Ministry of Education might consider eliminating the demand for PT, not the PT itself. This could be achieved by embracing the recommendations given previously.

Limitations
Since this research has limitations, some caution is needed to generalize the results generated from the population. First, weightings by gender, grade, and school type were not calculated. Second, data is based on students' self-reported perceptions. Last, this is a quantitative research that describes the overall practice, but not the underlying reasons. Qualitative research may reveal deep meanings of the reasons for the practice presented in this research. Also learning about what happens in PT classes and gathering the views of parents, teachers, tutors, school administrators, and other stakeholders would benefit all parties.


Using technology, hands-on, and fieldwork activity for GLOBE learning in secondary school

As technology plays a crucial role in daily life, The Institute for the Promotion of Teaching Science and Technology (IPST) has designed “GLOBE Trees around Us” workshop based on GLOBE protocols (Green-Up, Green-Down, and tree height) using learning elements in order for students to measure tree height through mobile application together with Green-Up and Green-Down protocols through lecture and hands-on activities. According to the results from 150 student’s handbooks, more than 87% of students were able to understand Green-Up, Green-Down and tree height protocol by using video clips, paper leaf mock-up, mobile application and fieldwork activity. From the interview of nine teachers from four schools about the Green-Up activity, it shows that about 80% of students concentrated on the workshop better than they did in the classroom and felt enjoyable during the hands-on activity. In terms of the learning elements, it is found that almost 90% of teachers thought they were beneficial to apply in this workshop, especially the GLOBE Observer application. All the teachers agreed that the application is easy to use, and all related materials are easy to prepare. However, the limitation of activity is that the application is not compatible with some devices. Teachers also planned to use the learning elements in classroom or science camp to promote student interest and understanding. In addition, the students may gain problem-solving, collaboration, communication, and thinking skills from attending this workshop.

Introduction
The Global Learning and Observations to Benefit the Environment (GLOBE) Program is an international science and education program that provides students and the public worldwide with the opportunity to participate in data collection and the scientific process [1]. The application of GLOBE Trees in GLOBE Observer was launched in conjunction with NASA's ICESat-2 satellite. This application focuses on tree height measurement which is one of the ICESat-2 missions, resulting in the attainment of tree height data collected. Consequently, the scientists can compare students' tree height data to the ICESat-2 mission tree height data. This information can be used in many aspects such as land use monitoring and carbon storage in each area. Beside the measurement of tree height, it is also a gateway to understand many aspects on the environment.
Technology becomes crucial resource and tool because of its dynamic in development and application in [2]. Student interest can improve by technology because it brings enjoyment and attract their attention to the study. [3]. According to Santos, student motivation and student self-efficacy could be increased by technology [4]. The evidences from Parry [5] and Ahmad Fauzi Mohd Ayub [6] show that the emerging technology brings high potential on work and learning. Moreover, students are able to develop a more positive attitude during learning because they get real-life experiences with enjoyable, meaningful and relevant learning. Research shows that the integration of technology benefits technically to increase the quality of task and work, enhance access a plenty of resources and, most of all, to amplify student learning [7].
For students, the exploration in outdoor activity helps promote their interest in broadest senses [8]. Outdoor activity can create motivation and bring out children's potential [9]. Enjoyable experiences from outdoor activities were widely discuss [10][11]. According to Trina, beside of the indoor classroom, schoolyard can enhance learning in action for children [12]. Outdoor play usually gets less conflicts as students will help each other and cooperate to solve problems [13]. For teachers, outdoor activity facilitates deeper understanding about student's learning and adult's educational intervention [12].
In Thailand, the government encourages all schools to implementing technology teaching into their curriculum in order to provide students the opportunity to solve problems in daily life [14]. GLOBE Thailand administered by IPST takes this opportunity to encourage and support students to develop technological skills by using ICT tools to increase their interest to proceed lessons in classroom. According to Hill [15], technology helps improve education due to its potential to create activities and environment for students to be able to engage activity with knowledge. The workshop was designed for students to measure trees height by using application together with Green-Up and Green-Down protocols through lecture and hands-on activities. Hands-on activity can gain more knowledge and experiences better than lecture [16]. Moreover, the workshop includes the observation in school as Bell said that fieldwork activity provides students more experience with the natural world as well as gaining knowledge, skills, understanding or appreciation with environment [17]. However, from my prior experiences, several students who had used clinometer have to find tree height using trigonometry calculation, which is hard for student. Apart from the calculation, the application also hinders students if they have with no prior tutorial on using the application. They might incorrectly conduct the tree height measurement. The objectives for this research are to create an active/hands-on learning activity with more interesting approach for students to explore the concept of GLOBE Biosphere protocol and promote students to be able to measure tree height using GLOBE Observer mobile application.

Background
This research is a qualitative study include secondary student in four Schools in Thailand. And nine teachers who observed students doing the activity from the beginning till the end. (2-3 teachers in each school.)

Data collection
Data collected using student handbooks was distributed randomly, Teacher's interview and GLOBE Observer results.

Instrument
The student handbook, interviewing question had been designed by academic staffs of IPST and two experts related to GLOBE protocol (Green-Up [18], Green-Down [19], and Tree height) while the database of GLOBE Observer application shows an ability of student to measure tree height. The student hand book The student handbook used in this workshop consisted of three parts. The first part is to explain Green-Up phenology. The second part is to identify Green-Down phenology using trees leaf material developed by academic staffs of IPST. And the last part is to identify information of tree after fieldwork observation (Tree height, Tree leaf color, Tree and Tree leaf characteristic) as shown in table 1.
The interview questions had been designed for teacher and categorized into five parts, the first part contains questions related to the Green-Up and Green-Down phenology. The second part contains Tree Understand (Identify tree height using GLOBE Observer application) Understand (Identify tree leaf characteristics) Communicate (Present their tree observation) • "Can" means the subject stated is effective.
• "Cannot" means the subject stated is not effective.  • "Can" means the subject stated is effective.
• "Cannot" means the subject stated is not effective. Table 4. List of questions for part 5

Part 5 Questions
"Yes" or "No" Please specifies reason Do you think that in the future you will apply learning elements (technology, hands-on and fieldwork activity) in your class Do you think that technology can help student learning? Do you think that in the future this workshop will be implemented in your school?
• "Yes" means the subject stated is effective.
• "No" means the subject stated is not effective.
There are three steps in doing this research which are planning, conducting, and collecting data. This model is very relevant especially for the context of having a practiced action research which is always carried out in the classroom during teaching and learning session.
• Step 1: Planning. The workshop is based on GLOBE Biosphere protocol [20] which divided into 4 activities: There are Green-Up (watching video clip about leaf growth), Green-Down (watching video clip and hands-on activity for specify color change of tree leaf using tree leaf mock-up), Tree height measurement using GLOBE Observer application (watching video clip about tree height measurement and student demonstration) and fieldwork activity. hours and 30 minutes with four parts. The first part is the lecture with video clips approximately for one hour on Green-Up and Green-Down protocols and tree height using GLOBE Observer application. The next part is 45-minute hands-on activity for Green-Up, Green-Down protocols and also tree measurement demonstration by using GLOBE Observer application and one-hour fieldwork activity. The last part was 45-minute for student's presentation. Then, students send all data through GLOBE Observer application. • Step 3: Collecting data. The data has been collected through student's handbooks and teacher interview on the observation of group activities.

Result and Discussion
The results of 150 student's handbooks were obtained as follows:

Answers in student's handbooks
Student's handbook is divided into three parts. The first part is about Green-Up phenology followed by the second part about Green-Down phenology. The last part is fieldwork. The detail of data is shown in table 5.

145
Students could explain about Green-Down phenology correctly.

135
Part 3 Students could identify tree height using GLOBE Observer application.

95
Students could identify tree and tree leaf characteristics.

135
• "Correct" means the student answer is effective.
• "Incorrect" means the student answer is not effective. According to the table 5, the results from 150 student's handbooks with the correct answer indicate that 87% of the students gave explanation of Green-Up phenology correctly while the remaining 13% of the students could only give the definition of Green-Up but could not explain the steps of Green-Up phenology in detail. Moreover, the students who could correctly identify color of tree leaves from paper leaf mock-up are at 97% while the students who could give explanation of Green-Down phenology are at 90%. In terms of fieldwork, students who were able to describe tree and tree leaf characteristics are at 90%. After measuring tree height, only 63% of the students could send complete data using GLOBE Observer application due to internet connection problems.

The teacher interview response
I have conducted the interviews of nine teachers from five schools who observed the workshop. The questions in the interview were divided into five parts. The teacher interview response for part 1 -3 is shown in table 6. Most of the students could explain the steps of tree measurement and discuss in group to get the correct data to record in their handbook. Moreover, they could present their observation with complete and clear data.
• "Can" means the subject stated is effective.
• "Cannot" means the subject stated is not effective.
According to the table 6, teachers found that more than 88% of students understood about the meaning of Green-Up, Green-Down phenology and tree height measurement as they could explain and describe contents correctly. Chen [21] stated that creating the atmosphere of explorative learning such as fieldwork and outdoor activity could enhance active learning and urge their learning interest. During fieldwork activity (Part 3) in observing characteristics of tree leaves and tree height, it is found that more than 88% of students were able to show tree height measurement and explain in detail of tree leaf results. Moreover, when students went in fieldwork, they felt relaxed in exploring trees even in the middle of the sunny day. Students could use GLOBE Observer application properly and explain the whole steps in measuring tree to teachers. When their friends got problems with their application, they would discuss and try to find solution. According to Vandercruysse, apart from improving technological skills, students may gain higher learning outcomes [22]. On the other hand, the results showed that 77% of the students were able to explain and describe about the importance of Green-Up phenology, Green-Down phenology and tree height clearly. The remaining 13% were not concerned about the implications of this activity as it was just an extracurricular activity. The detail of the teacher interview in part 4 on the learning elements that were used in the workshop is shown in table 7.  8 All the teachers agreed that Green-Up video could make student understand and explain Green-Up phenology correctly. Moreover, students showed enjoyment and interest while watching video.
Paper leaf mock-up. 9 All the teachers said that the students could specify color of paper-tree leaves correctly and they actively discussed about the color of tree leaves. Moreover, students showed enthusiasm to be the first group to present their results. Tree leaf mock-ups are easy to prepare.
Video clip of tree height measurement using in GLOBE Observer application. 8 Eight teachers said that the video clip of tree height measurement using in GLOBE Observer application could help students measure tree height properly. However, some students were confused as the video clip was too fast to understand some steps.  9 All the teachers said the demonstration helped students to remind the steps and cautions of the application. GLOBE Observer application for tree measurement. 8 Eight teachers said the application was free of charge and easy to use. However, it had some technical problem which was not compatible on some types of mobile devices. Also, as the application was in English, some students ignored some steps during the measurement due to language barrier. Fieldwork 9 All the teachers said that the students were active to go outside classroom and observe trees. Furthermore, skills and knowledge from this activity could apply in daily life.
• "Can" means the subject stated is effective.
• "Cannot" means the subject stated is not effective.
According to the table 7, teachers found that 88% of students liked all learning elements as they were enjoyable and enthusiastic. All the teachers agreed that students liked this activity because they could manipulate materials on their own. Furthermore, during presentation after the fieldwork, the students showed responses and interactions much better than they did in normal classroom. They also discussed with each other in groups about what they found. The benefits from the presentation and discussion during fieldwork helped students develop communication skills. When they got different data or answers, they would discuss on their evidences to support their answers. In addition, when friends had problems, they would cooperate to find solutions in which the students may gain problem-solving skills. For Green-Up video clip, paper leaf mock-up, student's demonstration and fieldwork activity, all teachers agreed that these materials could bring students enjoyment and interest. Furthermore, paper leaf mock-up was easy to prepare. On the other hand, 22 % of teachers commented that the video clip was too fast for some students to follow, and some students ignored some steps during the measurement due to language barrier.
In the last part, the questions focus on teacher's attitude as shown in table 8. Table 8. Teacher interview for part 5.

Questions
"Yes" or "No" Please specifies reason Part 5 Do you think that in the future you will apply learning elements (technology, hands-on and fieldwork activity) in your class?
All nine teachers agreed to use technology and implement hands-on and fieldwork activity in classroom. Moreover, they planned to do it very soon. Furthermore, some teachers said that if they had a chance, they would use this workshop in science camp. Do you think that learning elements (technology, hands-on and fieldwork) can help student learning?
All nine teachers agreed that the learning elements helped students learning and gave examples from this workshop; video clips showed that students learned the contents of a video and then described the contents briefly. In terms of the GLOBE Observer application, the students were able to use it smoothly. As the students also enjoyed doing workshop, they paid more attention to the activities. In short, all the learning elements in the workshop can promote student interest and lead to better learning potential. Do you think that in the future this workshop will be implemented in your school?
Seven teachers aimed to use this workshop in school, such as in student's science camp, and let students who already joined this activity become teacher assistants. Two teachers said that they would find a place which more trees for students to observe.
• "Yes" means the subject stated is effective.
• "No" means the subject stated is not effective.
According to the table 8, all the teachers thought that using learning elements (technology, hands-on and fieldwork activity) into classroom helped promote student interest and enhance better learning ability. In the future, if they have an opportunity, they will use this workshop in schools. In accordance with the results shown above, it can be stated that the Green-Up, Green-Down and tree height protocol using video clips, paper leaf mock-up, mobile application and fieldwork activity works well so that it could be utilized by most of the students. Moreover, answers in student's handbooks demonstrate that the students understand the content very well. This also implies that the learning elements are practical and user-friendly. Furthermore, in part of teacher interview, it is totally agreed that as some activities included in the workshop are hands-on, student's concentration is obviously much longer than it does in common classroom activity. It is also shown that the activity time used is not too long for the students to keep focusing on the activity.
The learning elements used in the workshop can promote student's better understanding about Green-Up phenology, Green-Down phenology, and tree height protocol and draw their attention to learn more about its relevant knowledge. For instance, paper leaf mock-up is easy for students to specify the color and explain the reason why they ascribe each color. This activity allows students to practice by themselves before the fieldwork; as a result, they can do it expertly during the fieldwork. However, for tree height measurement, video used is quite fast for the students to follow some steps of the process. For this case, repetition of the process can help students understand and recheck the steps in tree height measurement. In addition, the mobile application is an effective material as it is free of charge and can be used anywhere and anytime.
In creating activities for students to learn through technology, hands-on activity and fieldwork can raise their interest and motivate their learning to become active learners as Sun [23] found that merging technology into classroom can motivate student's interest by making it meaningful. Moreover, he stated that after teachers succeed in triggering student interest, it can promote skills such as problem-solving, creative thinking, and collaboration skills. Not only is using technology in classroom important, but creating activity that students can practice by themselves or in small groups such hands-on activity also helps promote deeper understanding as Allen said students get better understanding of complex knowledge when they get experience by themselves [24]. Furthermore, building a learning environment such as outdoor activity or fieldwork can offer prime time opportunities for students to get more relevant to their real life, so students would see that their study is meaningful as well as enhancing their additional skills such as communication skill, critical thinking etc. When the classroom is flipped, active learning may occur. As students in class actively interact more in providing support and feedback, it will finally bring conceptual change in students [25][26][27]. The limitation in this study is that some schools have limited space of green area, and some bases of trees were blocked so that tree height could not be observed properly. In terms of curriculum, this workshop is an extracurricular activity, which the students may not pay attention as much. Moreover, due to the lack of internet access, some students cannot complete sending observation data to GLOBE database. Also, some mobile devices are not compatible with the application. Furthermore, to gain more accurate and precise data, the students need to practice some measurement beforehand.
The recommendation in this study is to make such activity more engaging and meaningful, teacher should integrate it in normal class, such as Mathematics in the topic of Trigonometry, Science in the topic of Ecology, or Geography in the topic of height and tree.

Conclusion
This workshop can create an active learning activity and build student interest, such as a hands-on activity for the students to explore the concept of GLOBE Biosphere protocol or an activity that promotes interaction among students and teachers. Moreover, as they are familiar with technology in their daily life, the students are able to measure tree height properly by using GLOBE Observer mobile application. For the overall aspect from this workshop, the students may gain problem-solving, collaboration, communication, and thinking skills.


THE ROLE OF STUDENTS IN REALIZING EXCELLENT AND MORAL GRADUATES AT ALHUDA ISLAMIC JUNIOR HIGH SCHOOL

311 http://eduvest.greenvest.co.id THE ROLE OF STUDENTS IN REALIZING EXCELLENT AND MORAL GRADUATES AT ALHUDA ISLAMIC JUNIOR HIGH SCHOOL Dian Novitasari, Luciana Wardani and Luthfiyah Awwalul Karimah Muhammadiyah Malang University E-mail: dianns18na@gmail.com, lucianawardani07.25@gmail.com, viakarimah@gmail.com Received: May, 3 2021 Revised: May, 7 2021 Approved: May, 18 2021 Abstract This writing aims to find out about the role of students in creating superior and moral graduates. This research was conducted at Alhuda Islamic Junior High School in Lamongan Regency with uses a qualitative method. The technique of collecting data on this writing is done by means of interviews and observations. The result of the research is by screening students to be able to create superior and moral graduates. The role of students is by screening students who will register at the school. Of course, prioritizing the ability of students who later can provide guidance or coaching to be able to produce quality graduates. Then in realizing excellent and moral graduates, the role of students at Alhuda Islamic Junior High School is by increasing the development of Intra School Organization (OSIS). The goal is none other than introducing students to organize, direct and control student activities. As well as fostering and implementing coordination of security, health, cleanliness, order, shade, beauty and kinship.

INTRODUCTION
Perceptions of Muslims, as violent and monolithic, have played acentral role in the global discourse on extremism. But, very little workhas been done in the field of education to decipher how Islam's historicconceptions of knowledge and education may have affected the emer-gence of radicalization in Islam today (Sabic-El-Rayess, 2020). Education is a conscious effort made by humans as an obligation that cannot be abandoned or considered as something that is not important (Huda, 2016). Education is essentially an effort to pass on values, which will be a helper and guide for mankind in living life, and at the same time to improve the fate and civilization of mankind (Sanaky, 2014). Education is a process of guidance for changes in attitudes and behavior of a person or group, which is carried out consciously in order to mature humans in forming individuals who are independent and physically and spiritually healthy (Muhammad Rifai, 2011).
The development in the world of education is getting better day by day in line with the development of the need for improving the quality of Human Resources. Increasing human resources is not as easy as imagined, the various changes that occur in humans in the form of changes in lifestyle, cultural transitions, economies and others will affect education policy. So that educational policies are increasingly changing from time to time (Umar & dkk, 2016). This have been a challenge for an educational institution. So that educational institutions have a tough task in facing challenges and increasingly large technological developments that have positive and negative impacts on educational

Dian Novitasari, Luciana Wardani and Luthfiyah Awwalul Karimah
The role of students in realizing excellent and moral graduates at Alhuda islamic junior high school 312 institutions (Tidjani, 2017). Life that is always side by side with competition between people certainly raises various problems. Therefore, humans must be able to adapt as best as possible to be able to create a perfect human being. As we know that educational institutions in it certainly involve and process humans to become highly knowledgeable (Nasir Usman & A.R, 2019). Thus, educational institutions must be able to create graduates who are superior and have morals in accordance with the norms of society (Syafe'i, 2017). Considering that currently Indonesia is truly at the stage of a moral crisis. Morals become sidelined for worldly gratification.
Student management has a significant role in the world of education in coaching students, both students who have just registered themselves in the educational institution and students who have been accepted (Sa'diyah, 2018). Student management is responsible for conducting coaching or self-development of students to the limit of students' graduation. Therefore student management is an effort to regulate students, starting from students entering educational institutions until they graduate (Kompri, 2017).
Strategy must have something to do with management, without strategic management that is not directed systematically, so it is known as strategic management, which has the meaning of a single system that has various components that are interconnected and influence each other, and move simultaneously which consists of planning. (Planning), organizing, implementing (actuating), and controlling (controlling). These four things are referred to as management functions (Kurniasih & Sari, 2013).
The strategic management function as explained by several experts, among them is according to Henri Fayol, that management includes sequential functions, namely: planning, organizing, and controlling. According to John D Milles, classifying management functions into two categories, namely: directing (direction and guidance), and facilitating (giving assistance) (Sudjana, 2010).
In addition, student management in the school can help all staff and the community in understanding the progress of the school. This means that the quality and degree of the school is reflected in a school system. Whether the school is able to develop the entire school community to be more professional or not. Everything will be seen from how to implement the system in each school (Saihudin, 2018).
SMP Islam Alhuda is a Full Day School Plus based educational institution Al-Qur'an. This middle level institution has a combined curriculum between the National curriculum and the Islamic boarding school curriculum. Seeing the deteriorating moral condition, Islamic Junior High School tries in such a way to restore human identity to become a person who has a polite and polite personality. Not only that, Alhuda Islamic Junior High School also continues to strive to be able to create excellent and moral graduates.
Based on the above explanation, this paper is made with the aim of knowing about the role of students at Alhuda Islamic Junior High School in creating and creating excellent and moral graduates. This research is important for conducted as an evaluation material for student management to create excellent and moral graduates.
Previously, there had been many previous studies that were relevant to this research, one of which was the research conducted by (PANGESTU, 2021) with the title The Role of Islamic Education Teachers and Character in Implementing Character Education Towards Internalization of Karimah Morals at SMK N 3 Salatiga in 2020. In the study It is concluded that the PAI teacher's actions and character in implementing character education at SMK N 3 Salatiga students through holding student spirituality Vol 1, Number 5, May -, 2021 p-ISSN 2775-3735-e-ISSN 2775-3727 313 http://eduvest.greenvest.co.id activities, providing good advice and exemplary. The implementation of character education towards moral attitudes at SMK N 3 Salatiga in implementing morality education is as follows: holding dhuha prayers, reading asthmaul khusna, and carrying out congregational prayers. The supporting and inhibiting factors at SMK N 3 Salatiga in implementing character education are: a. The supporting factor is seen from the commitment of the teachers and the condition of the environment around the school, the majority of which are pondok pesantren. b. The inhibiting factor is seen from the infrastructure in the form of inadequate prayer rooms, the background for character education for each student is different and the students are not wise in using gadgets.
In contrast to previous studies, this study focuses on the role of student management in creating superior and moral graduates. Because to create superior and moral graduates is not only the duty of religious teachers but also plays a role in the student section.

RESEARCH METHODS
The research method used in this research is qualitative research methods. The qualitative research method is the collection of data in a natural setting with the intention of interpreting the phenomena that occur, namely the researcher as a key instrument, the sampling of data sources is carried out purposively and snowbaal, the collection technique is by triangulation (combined), data analysis of inductive or qualitative data and results. qualitative research emphasizes meaning rather than generalization (Regar, Areros, & Asaloei, 2018). The data that is processed to do this writing consists of primary data and secondary data. Primary data is data obtained directly from informants and respondents in the field who are the principal of the Alhuda Islamic Middle School and its staff. Then secondary data is data obtained through books, journals, or other references that support and are in accordance with the research objectives (Atang Hermawan Usman, 2015).

A. Student Management Objectives and Functions
Universally, the objectives of student participant management are controlling the activities of student participants who can support the process of teaching and learning activities in schools, and learning runs easily, orderly, and orderly which can lead to donations in reaching school goals and learning objectives in totality. In particular, the objectives of learning management are as follows: 1. Increase the knowledge, skills, and psychomotor of students. 2. Channeling and improving universal skills (intelligence), talents, and attention of students. 3. Channel your hopes and aspirations. And fulfill the needs of student participants (Darma, 2018). For Imron, universally for student participant management is a vehicle for maximizing self-improvement, both in terms of individualism, social, aspirations, needs, and other abilities (Rifa'i, 2018). This matter is intended so that students can increase their potential without many obstacles. Both from a social perspective to peers, family, and residents, and channeling the hobbies, fun, and attention of students can help support the self-growth of student participants (Annas, 2017).

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The role of students in realizing excellent and moral graduates at Alhuda islamic junior high school 314

B. Scope of Student Management
Universal student participant management has 3 main tasks, namely the acceptance of new student participants, learning activities and progress, and tutorials and disciplinary guidance (Annas, 2017).
For Imron, the scope of student participant management is as follows: 1) planning of student participants, 2) acceptance of new students, 3) orientation of students, 4) controlling the arrival and absence of students, 5) grouping of students, 6) controlling the assessment of results student learning, 7) controlling the increase in the level of student participants, 8) controlling student participants who transfer and drop out, and 9) code of ethics, legal councils, punishment and discipline of student participants (Rifa 'i, 2018).
From some of the scope described by Imron, one of the points we take is the acceptance of new students at Alhuda Islamic Junior High School. The acceptance of student participants includes several stages, including: 1. Participant acceptance policy Alhuda Islamic Junior High School, implements several policies must be fulfilled by prospective applicants. Administrative policy for registering at Alhuda Islamic Junior High School as usual. However, there is a policy that is quite firm, which is to make Alhuda Islamic Junior High School one of the schools to go to. Not acting as a stepping stone for not being accepted into school was his first goal.
2. Student acceptance system The system for accepting students is by registering first at the institution's office, after which they fill out the registration form and fulfill the administrative requirements. After that registrants will be given a test in the form of an observation test for sorting and sorting out student participants. After that, the accepted students will be grouped according to their respective skills and weaknesses.
3. Criteria for new student admissions Alhuda Islamic Junior High School has several criteria to obtain quality student participants. SMP Islam Alhuda uses a combination of the national curriculum and the Islamic boarding school curriculum, of course, prospective students have expertise in universal subjects, such as Mathematics, Science, Language, and so on. Not only that, students are also required to have the ability to read and write the Qur'an. Given that the subjects that are emphasized are tartilul Qur'an, Tahfidzhul Qur 'an, and tarjamah al-Qur' an.

C. Student Management Principles
The principles of student management necessary to examine for implementing the objectives and use of student management properly. The principles are interpreted is something that must be a guide in carrying out tasks. If something is no longer used as a guideline, that matter no longer wants to be a principle. Conversely, the principle of student participant management itself means that to manage student participants, the principles mentioned on this basis must always be held and used as guidelines. There are also the management principles of student participants described by the Ministry of Learning and Culture (Rifa 'i, 2018) which are as follows: 1) The totality of school management is looked at as part of the management of students. 2) To carry out the learning mission and educate student participants, it is aimed at all forms of student participant management. 3) To unite students who have various kinds of backgrounds and comparisons, so that it can be tried by striving for student management activities.
Vol 1, Number 5, May -, 2021 p-ISSN 2775-3735-e-ISSN 2775-3727 315 http://eduvest.greenvest.co.id 4) Activities that are in a try by student participants must be looked at as an effort to make arrangements for the guidance of student participants. 5) To stimulate and urge the independence of students, it is mandatory to do it through student management activities. 6) The life of students either at school or in the future must be functionalized through student participant management. 7) Characteristics of students such as intellectual, attention, talent, individual needs, experience, and physical condition are recognized by the implementation of student participant management. Not only that, from the comments of experts (Taqwa, 2016) it can be concluded that the management principles of students are as follows: 1) Student management is part of the totality of school management. Until he is obliged to have the same goals and/or support all management goals. 2) Management activities are required to carry out the learning mission and to educate student participants. Either activity that is light, heavy, liked, or disliked by students must be shown to educate students. 3) Activities that are tried must endeavor to unite student participants who have various backgrounds and differences. All these comparisons are formed to unite with mutual domination and respect. 4) The management activity is stared at as an effort to regulate the student participant guidance. Until the guidance, it must find the availability of the supervised party, namely the student participants themselves. Because it does not cover up, maybe the guidance will be carried out well if there is no availability from the students themselves. 5) Urgent management activities and stimulate the independence of students.
With this principle, there is to be useful for student participants not only in schools but also in the community area. 6) Management activities play a role in the lives of students both at school and in the future.

D. Student Management Position
Student management or student participants is an effort to regulate all matters relating to students starting from the admission of new student participants to the discharge or graduation of students from a school. To carry out student management is not only controlled by the principal but also controlled by the vice principal of student affairs. But it needs to be recognized that only the principal holds and shares the final decision on each school activity. Based on the results of observations at SMP Islam Alhuda, student management has the following positions: 1. Student management functions to improve the quality of the Intra School Student Organization (OSIS) This means for everyone to have expertise in the organization. Until the existence of this alibi, it shows that there must be an effort to improve the expertise of each person in matters of organizational governance. In this matter, each student is trained to improve his organizational skills. Because in organizations, students want to be able to lead themselves so that with these skills students can build bonds and lead other people. With the use of student management, it is hoped that students will have the provisions and expertise when they are required to go directly to the residents.

Dian Novitasari, Luciana Wardani and Luthfiyah Awwalul Karimah
The role of students in realizing excellent and moral graduates at Alhuda islamic junior high school 316 2. Student management functions in centralizing and regulating student activities Student activity is an arrangement of activity programs that are the results of the thoughts of student participants (Fajri & amp;Safinah, 2020). In this case, student management has a role to urge and guide students towards the skills possessed by students.
3. Student management functions in the implementation of 7K The state of the school is a condition of the school area that reflects a condition by observing something that is intertwined (Fajri & amp;Safinah, 2020). With the implementation of student management, guidance can be tried in the development of 7K aspects which include aspects of safety, health, cleanliness, discipline, shade, beauty, and kinship to produce a healthy, disciplined, accomplished, noble, faithful, and pious air so that creativity can grow normally.

CONCLUSION
The universal goal of student participant management is to control the activities of student participants who are able to support the process of teaching and learning activities in schools. And education can run easily, orderly, and in an orderly manner which can later lead to donations in reaching school goals and learning objectives in totality. Universally the use of student participant management is as a vehicle for maximizing self-improvement, both in terms of individualism, social, aspirations, needs, and other abilities. There are also stages in implementing the process of admitting new students, including the admission policy, the admission system, and the acceptance criteria.
To implement the objectives and use of student participant management, it is necessary to hold and make student management principles as a guideline. Therefore, all student management roles or student participants must always adhere to and be proportional to the principles of management itself. After that, in realizing excellent and moral graduates, the position of students at Alhuda Islamic Junior High School is to increase the development of Intra School Organizations (OSIS). The goal is none other than introducing students to organize, carry out direction and control student activities. And fostering and coordinating security, health, cleanliness, discipline, shade, beauty and kinship.