140 Mapping Constraints of Art Extracurricular in Indonesia as An Effort of Policy Design Dian Herdiati, Dani Nur Saputra Universitas Negeri Jakarta, Indonesia Submitted: 2020-10-05. Revised: 2021-01-30. Accepted: 2021-04-26 Abstract Extracurricular arts programs are an integral part of instilling character qualities in students. This research aimed to map out the constraints to extracurricular arts in elementary schools in Indonesia. To achieve the goal, this research looks at government initiatives aimed at enhancing the standard of arts extracurricular activities in elementary schools across the Country, which were carried out from 2013 to 2019. The method used in this study is a qualitative method with a participatory observation approach. They were collecting data using participatory methods, observation, and guided discussion. This study’s results indicate that schools’ various obstacles in implementing extracurricular programs, ranging from the availability of competent teachers in the arts, funding constraints for trainers, and the existence of regional autonomy. This constraint mapping is very useful for designing policies and extracurricular programs that are appropriate for schools. Keywords: technical guidance, extracurricular arts, constraints How to Cite: Herdiati, D., & Saputra, D. N. (2021). Mapping Constraints of Art Extracurricular in Indonesia as An Effort of Policy Design. Harmonia: Journal of Arts Research And Education, 21(1), 140-153 Harmonia: Journal of Arts Research and Education 21 (1) (2021), 140-153 Available online at http://journal.unnes.ac.id/nju/index.php/harmonia DOI: http://dx.doi.org/10.15294/harmonia.v21i1.26480 cular activities can be carried out at school or outside of school (Marsh and Kleitman, 2002) and are generally understood to be a voluntary out-of-school hours program that has a regular schedule, with adult su- pervision to encourage positive develop- ment (Oberle et al., 2019). The program is a discretionary activity that contains several structured parameters that can physically or mentally stimulate an individual (Lar- son & Verma, 1999). Participation in extr- acurricular activities requires commitment and effort, acting as a forum for expressing students’ identity and enthusiasm; these characteristics distinguish extracurricu- lar activities from recreational activities (Akos, 2006). Extracurricular activities have many INTRODUCTION Extracurricular is an activity that has great benefits for students both personally, morally, and socially. Extracurricular acti- vities are defined as “any organized activi- ty led by adults that takes place outside the normal classroom setting during the school day” (El-Batri and Alami et. Al, (2019). Ex- tracurricular activities are carried out to improve thinking skills, and developing students’ talents (Inriyani et al. l, 2017). Extracurricular activities include sports, music, scouting, debate, science, and math clubs. In Indonesia, extracurricular activi- ties for elementary schools are divided into four main areas: arts, scouting, sports, and science (Permendikbud, 2014). Extracurri- Corresponding author: E-mail: dherdiati@unj.ac.id p-ISSN 2541-1683|e-ISSN 2541-2426 Dian Herdiati & Dani Nur Saputra, Mapping Constraints of Art Extracurricular in Indone- 141 implications for participants and schools. Extracurriculars encourage positive acade- mic and psychosocial, and socio-emotio- nal outcomes (Akos, 2006; Donelly et al., 2019). The existence of art extracurricular activities is expected to meet the needs of students in developing interests and ta- lents, accommodating the development of creativity, and building children’s charac- ter formation (Kesuma, 2011), and having personality, behavior, character, character, and character (Amri et al. l, 2011). The em- bodiment of academic knowledge gained in class, attitudes, and skills in extracurri- cular activities produce values and the for- mation of noble morals in their social life, there is a strong correlation between extr- acurricular activities and the embodiment of character education (Dahliyana, 2017). Other than that, Extracurricular benefits can be achieved if assistance is provided in the form of inclusive and adequate techni- cal guidance throughout Indonesia. The implementation of extracurri- cular activities in an informal form outsi- de of the classroom can provide learning experiences and foster a sense of self-con- fidence in students, improving academic and social skills (Balyer and Yuksel, 2012; Saputra, 2020). Extracurricular activity has its own goals and interests, which can af- fect students’ personality development. Each activity can provide comprehensive education where it can maintain aspects of leadership and teamwork, increase dis- cipline, instill moral values, fill time with meaningful activities. (Mohamad Sari, N. and Esa, A. 2017). Art Extracurricular Technical Gui- dance is one of the long-term work pro- grams of the Directorate of Primary School Development, Directorate General of Ba- sic Education, Ministry of Education and Culture, which has been implemented since 2013. This program aims to enable schools throughout Indonesia to carry out extracurricular activities of art with higher quality. Besides aiming to maintain the benefits of extracurricular activities for students, extracurricular arts are expected to balance material knowledge, attitudes, and skills (Sysoieva et al., 2020). In addi- tion, extracurricular activities are carried out through practical activities that can improve students’ motor skills outside the classroom (Nitu, 2011; Saputra, 2021). Currently, Elementary schools are already carrying out extracurricular arts activities are still dominated by schools located in provincial cities such as Jakarta, Bandung, Jogyakarta, Bali, Surabaya, and several schools in the West. Meanwhile, the implementation of arts extracurricular activities in elementary schools in the re- gency areas has not been carried out well, especially in districts in eastern Indonesia. The availability of teachers, infrastructure, and welfare are still the main obstacles. Be- sides, there are obstacles in learning that can hinder learning from the factors of te- achers, students, family, and facilities (Ah- mad, 2004). These obstacles can vary from one school to another because each school has its policies in developing an extracurri- cular system in its schools (Vidulin, 2020). Several studies have been conducted in assessing extracurricular activities. Re- search on the impact of extracurricular ac- tivities has been carried out by many re- searchers, including (Akos, 2006; Mendes, 2021; El-Batri and Alami et al., 2019; Covay and Carbonaro, 2010; Knifsend and Gra- ham, 2012; Lestari, 2016; Dahliyana, 2017; Marsh and Kleitman, 2002; Mahoney, 2005; Larson & Verma, 1999). Although a lot of research is on the topic of school extr- acurricular activities, most of the literature is written from a Western cultural perspec- tive, research exploring extracurricular activities in the Asian region is still scarce (Jailani , 2017). Most of them are still local and only see extracurricular benefits from the school side as implementing policies. Whereas in actual conditions, when vie- wed at the national scale, there are many obstacles in managing extracurricular acti- vities at the educational unit level. There- fore, this research is important to map the constraints in managing policies for extra- curricular arts activities at the elementary school level in Indonesia. This research can be useful both for the government as poli- Harmonia: Journal of Arts Research and Education 21 (1) (2021): 140-153142 cymakers and schools as policy actors. METHODS This research was conducted with a qualitative methodology in the form of participatory observation by integrating three data collection methods: participa- tion, observation, and guided discussion. Data collection was carried out in line with the author’s activities as a resource in deve- loping a national extracurricular art policy from 2013 to 2019 involving 34 provinces in Indonesia. This research aims to obtain accurate information about problems and challenges that occur in the field during the implementation of technical guidance. The subjects in this research are the technical extracurricular technical guidan- ce of the arts and the extracurricular art ac- tors’ actors in the field. Access to technical guidance and research subjects is obtained by being directly involved in the policy development process and permission ob- tained from the organizing committee, na- mely the Ministry of Education and Cultu- re. The research procedure was carried out semi-organically. In this study, researchers were di- rectly involved as a team of coaches of the Elementary Schools’ extracurricular technical guidance in the management and development of extracurricular arts with the Ministry of Education and Cul- ture organizers. Meetings at the central, provincial, and district/city levels were held from 2013-2019. These meetings can be seen in the scheme below: 2013-2014 Figure 1. Meeting Scheme Method in 2013- 2014 (Source: Dian Herdiati, 2014) In 2013 and 2014, the Arts Extracur- ricular Technical Guidance implementa- tion was carried out in 3 stages, namely stages I, II, and III. The first stage is the implementation of technical guidance at the central level, then the provincial level, and continues to the districts/cities. In the second stage, technical guidance is carried out at the provincial, district/city level and is followed by an evaluation of schools in districts/cities. In the third stage, back at the Central level. The 2015 year Figure 2. Meeting Scheme Method in 2015 (Source: Dian Herdiati, 2015) In 2015, the implementation of the Arts Extracurricular Technical Guidance was carried out in 1 stage. Implementa- tion of the First Stage, the same as in the previous year, namely the implementation of technical guidance at the central level, continued to the provincial level and the district/city. The second stage, meetings at the central level. The 2016 year In 2016, the implementation of Technical guidance was carried out in 2 stages. A workshop carried out the first activity in preparation of implementation guide extracurricular stage 1 then conti- nued with the preparation of a stage 2. Both stages are carried out at the central level. Dian Herdiati & Dani Nur Saputra, Mapping Constraints of Art Extracurricular in Indone- 143 The 2017 year Figure 3. Meeting Scheme Method in 2017 (Source: Dian Herdiati, 2017) In 2017, Technical guidance activi- ties were carried out at the central level in the form of workshops, workshops, and sampling, followed by the implementation of Supervision and monitoring and evalu- ation of Elementary School Arts Extracur- ricular Activities in 34 Provinces. The 2018 year In 2018, technical guidance activi- ties were carried out at the Central level in Group Discussion Forums, followed by Monitoring schools in 34 Provinces. The 2019 year In 2019, the implementation of the Arts Extracurricular Technical Guidan- ce activities was no longer through mee- tings at the central, district/city levels but directly monitoring the implementation of the Arts extracurricular activities in schools in 34 provinces. RESULTS AND DISCUSSION Implementation of Technical guidance The elementary school arts extracur- ricular technical guidance took place from 2013 to 2019. Participants at the Elemen- tary School Arts Extracurricular Guidan- ce consisted of participants at the central level, participants at the provincial level, and participants at the district/city level. The implementation of this extracurricu- lar technical guidance has almost the same cycle at each stage. The following is a table of activities for the 2013-2019 Elementary School Arts Extracurricular Technical Gui- dance. The first phase in 2013 was the imple- mentation of the extracurricular education for elementary school arts, starting with technical guidance at the central level, then at the provincial level, and continuing to the districts/cities. Thirty participants from UNJ attended the implementation of technical guidance at the central level, UM, UPI, ITB, IKJ, ISI, P4TK, and GKMBS art teacher Sabillilah Malang. The 30 par- ticipants are hereinafter referred to as the Central Patrons (Table 1). At the central level, a draft of the Ele- mentary School Arts Extracurricular Guide was produced. To improve the draft of this extracurricular arts guide, a meeting was held at the provincial level. The committee presented five central trainers who were resource persons in the implementation of technical guidance to 48 participant repre- sentatives from 12 provinces such as Ban- da Aceh, North Sumatra, West Sumatra, Riau Islands, South Sumatra, Jogyakarta, Bali, West Kalimantan, East Kalimantan, Gorontalo. , South Sulawesi, Papua. Each province is represented by one provincial education office and three lecturers. Furt- hermore, Provincial representatives are re- ferred to as Provincial Trustees. In the meeting at the provincial level, constructive suggestions and criticisms were obtained from the participants of the provincial technical guidance so that a comprehensive extracurricular guide was compiled and expected to be right on tar- get. At the district/city level, all the central and provincial coaches are present. Each of them has to be a companion resource as well as the main resource. Three teachers and one school principal attended techni- cal guidance activities at the district/city level. This technical guidance activity in districts/cities explains how to organize extracurricular arts activities in schools and explain the strategy for disseminating this technical guidance to schools in one cluster. Various suggestions arise because Harmonia: Journal of Arts Research and Education 21 (1) (2021): 140-153144 Table 1. Implementation of Technical guidance 2013 - 2019 No Activities Implementation Date Place of Execution THE YEAR 2013 1. The First Stage of the First Tikat Pusat Elementary School Arts Extracurricular Technical Guidance 17-21 July 2013 Grand Serela, Bandung 2. Stage I Elementary Elementary School Arts Extracurricular Technical Guidance 27-31 August 2013 Gino Feruci, Bandung 3. Guidance for Stage I Elementary School Arts Extracurricular Development Team Guidance 23-27 September 2013 In 12 Provinces, (West Kalimantan) 4. Stage II Provincial Elementary School Arts Extracurricular Technical Guidance 30 Sept-4Oct 2013 Grand Serela, Bandung 5. Technical Guidance for Stage II Elementary School Arts Extra- curricular Development Team 24-28 Oct 2013 Gorontalo 6. Monitoring and evaluation of Elementary School Arts Extracur- ricular Technical Guidance to schools in 3 districts/cities 13-16 Nov 2013 Palembang 7. Elementary School Class III Elementary School Extracurricular Technical Guidance 16-19 Dec 2013 Bandung THE YEAR 2014 1. Class, I Stage I Elementary Elementary School Extracurricular Technical Guidance in 2014 11-15 Feb 2014 Poor 2. Workshop on Stage I Provincial Kindergarten Arts Extracur- ricular Development Team 25-29 March 2014 Bandung 3. District/city Level I Arts Extracurricular Guidance 27-31 May 2014 Aceh 4. Stage I City District Art Extracurricular Technical Guidance 26-30 June 2014 Bali 5. Stage I City District Art Extracurricular Technical Guidance 15-19 July 2014 Gorontalo 6. Provincial Art Extracurricular Guidance Phase II 21-25 Sept 2014 Surabaya 7. Semiloka for the Stage II Center Level Arts Extracurricular Development Team 18-22 Nov 2014 Bandung IN 2015 1. Workshop on the First Stage of Elementary Elementary School Arts Extracurricular Guidance Team Guidance 24-28 March 2015 Puncak- Bogor 2. Workshop on the Guidance Team for the First Stage of Elemen- tary School Arts Extracurricular Guidance for the Province of 27 April- 1 May 2015 Bandung 3. Semiloka for the Development Team for the extracurricular arts at the District/city Level Stage I 6-9 June 2015 Bengkulu 4. Workshop of the National Development Team for the Elemen- tary School Arts Extracurricular Guidance 15-19 December 2015 Bogor- West Java IN 2016 1. Workshop on Preparation of Stage I Elementary School Arts Extracurricular Implementation Guidelines 17-20 May 2016 Tangerang-Banten 2. Workshop on Preparation of Stage II Art Extracurricular Imple- mentation Guidelines 8-11 June 2-16 Bogor IN 2017 1. Art Extracurricular Coordination Workshop at SD 16-19 Feb 2017 Bogor / rizen premiere 2. Workshop on Guiding Elementary School Arts Extracurricular Activities 18-22 July 2017 Tangerang 3. Picking Test for Elementary School Extracurricular Guide 23-26 Nov 2017 Sentul-Bogor 4. Supervision and Monitoring and evaluation of Elementary School Arts Extracurricular Activities 12-15 Dec 2017 West Papua IN 2018 1. FGD Review Elementary School Extracurricular Guide March 2018 Puncak-Bogor 2 Monitoring of the Implementation of the Workshop on the Implementation of Extracurricular Activities 24-28 Sept 2018 West Papua IN 2019 1. Monitoring of the Implementation of the Workshop on the Implementation of Extracurricular Activities 20 - 23 August 2019 West Sumatra Dian Herdiati & Dani Nur Saputra, Mapping Constraints of Art Extracurricular in Indone- 145 of the peculiarities of the arts in each regi- on. Information and discussion about the obstacles that occurred in the field were conveyed in the Technical guidance acti- vity, which lasted for five days. This di- versity has sparked sharp but constructive debates towards the inclusiveness of extr- acurricular artistic practices. On this occa- sion, the researcher got an assignment in West Kalimantan. In the second stage, researchers with the central committee and the provincial guidance team met again to implement technical guidance at the provincial level. In this meeting, all Provincial coaches re- ported things they encountered and the ob- stacles that occurred during the implemen- tation of technical guidance at the district/ city level in 12 Provinces. The results are discussed together with the Center Advi- sor and all participants present. Several inputs were used to revise the Elementary School Arts Extracurricular Guide and the strategy for implementing technical gui- dance at the district/city level. After that, all Central and Provin- cial Guidance Guides carried out the Arts Extracurricular Technical Guidance at the district/city level in 12 Provinces with dif- ferent target schools from the first stage. The objectives of the technical guidance in districts/cities are still the same as the first stage of the guidance in the districts/ cities. On this occasion, the researcher got an assignment in Gorontalo. At the end of phase II, Monitoring and evaluation were carried out directly to schools in districts/ cities in 12 provinces. On this occasion the researcher got a monev assignment in Pa- lembang Province, OKI, OKU, Banyuasin, East Baturaja, Muara Enim, Prabumulih districts. Some of the schools visited in- cluded SDN 01 OKU; SDN 18 OKU; SD Fransiskus Baturaja; SDN 30 Prabumulih; SDN 13 Tanjung Enim; SDN No. 1 Lawang Kidul; SDN 19 Talang Kelapa; SDN 4 Ta- lang Kelapa, Banyuasin Regency; SDN 12 Talang Kelapa; SDN 8 Talang Kelapa. Monitoring and evaluation are in- tended to see the extent to which schools that have participated in the arts extra- curricular activities have carried out arts extracurricular activities in their schools and have disseminated technical guidance to schools in one cluster. In the third sta- ge, researchers together with the Central Committee and other central supervisors gathered again to evaluate the results of Technical guidance activities that had been carried out starting from stages I and II in 2013. Various inputs from monitoring and evaluation results to schools in districts/ cities in 12 Provinces were used as mate- rial for perfecting the contents of the Extr- acurricular Guide, which will be used for the implementation of technical guidance in the following year. At the same time, re- viewing the applicability of the Guidelines and the constraints that exist in the field. This Monev is intended to see the extent to which schools that have participated in the arts extracurricular activities have carried out arts extracurricular activities in their schools and have disseminated technical guidance to schools in one cluster. In the third stage, researchers toget- her with the Central Committee and ot- her central supervisors gathered again to evaluate the results of Technical guidance activities that had been carried out star- ting from stages I and II in 2013. Various inputs from monitoring and evaluation results to schools in districts/cities in 12 Provinces were used as materials for per- fecting the contents of the Extracurricular Guide, which will be used for the imple- mentation of Technical guidance in the fol- lowing year. At the same time, reviewing the applicability of the Guidelines and the constraints that exist in the field. Monev is intended to see the extent to which schools that take part in the arts extracurricular training have carried out arts extracurricu- lar activities in their schools and have dis- seminated technical guidance to schools in one cluster. In the third stage, researchers toget- her with the Central Committee and other central supervisors, gathered again to eva- luate the results of Technical guidance ac- tivities that had been carried out starting from stages I and II in 2013. Various inputs Harmonia: Journal of Arts Research and Education 21 (1) (2021): 140-153146 from monitoring and evaluation results to schools in districts/cities in 12 Provin- ces were used as material for perfecting the contents of the Extracurricular Guide, which will be used for the implementation of technical guidance in the following year. At the same time, reviewing the applicabi- lity of the Guidelines and the constraints that exist in the field. Researchers toget- her with the central committee and other central supervisors, gathered again to eva- luate the results of Technical guidance ac- tivities that had been carried out starting from stages I and II in 2013. Various inputs from monitoring and evaluation results to schools in districts/cities in 12 Provinces were used as material to refine the con- tents of the Guidelines. Extracurricular activities will be used for the implementation of technical gui- dance in the following year. At the same time, reviewing the applicability of the Guidelines and the constraints that exist in the field. Researchers together with the central committee and other central super- visors gathered again to evaluate the re- sults of Technical guidance activities that have been carried out starting from stages I and II in 2013. Various inputs from mo- nitoring and evaluation results to schools in districts/cities in 12 Provinces are used as material to improve the contents of the Guidelines Extracurricular activities that will be used for the implementation of Technical guidance in the following year. At the same time reviewing the applicabi- lity of the Guidelines and the constraints that exist in the field. Figure 4. Technical Guidance workshop in Gorontalo Stage II (Source: Dian Herdiati, 2013) In 2014, a technical guidance mee- ting was held at the central level, which involved all central coaches in the first sta- ge. This activity was carried out to refresh the understanding of central coaches be- fore implementing technical guidance in the field. Other than that discussion, the Arts Extracurricular Guide contents have been socialized and tested in elementary schools in districts/cities in 12 Provinces for later refinement. Continued at the provincial level, at the Elementary School Arts Extracurricu- lar Workshop Workshop, which involved 34 Provinces, pembina provinces are man- dated to carry out the Arts Extracurricular Guidance in their respective Provinces. It is hoped that the implementation of extra- curricular arts can be carried out evenly in all elementary schools in districts/cities in 34 provinces in Indonesia. For the District/city Level, the Art Extracurricular Technical Guidance was held simultaneously in 34 Provinces in May, June, and July 2014. On this occasi- on, the researchers were assigned assign- ments in Aceh, Bali, and Gorontalo. With the existence of technical extracurricular arts for school principals and teachers, it is hoped that provincial regency/city schools that have not previously held arts extracurricular activities can organize art extracurricular activities based on the gui- ded guidebook, Also, schools that have re- ceived technical guidance are required to disseminate it to schools that are included in the cluster. In the second stage, researchers and central coaches, and provincial coaches met in the Technical guidance activities at the Provincial level to discuss the obstacles encountered when implementing Techni- cal guidance at the district/city level. In the workshop activity at the cent- ral level stage II, the Central Coaching Team shared the task of reviewing and perfecting the Art Extracurricular Guide book according to their respective fields of art based on the results of discussions at the Provincial level Semiloka activities. In the 2015 year, technical guidance Dian Herdiati & Dani Nur Saputra, Mapping Constraints of Art Extracurricular in Indone- 147 at the central level, presenting a team of central coaches totaling 34 people. The acti- vity began with presentations from central coaches about the obstacles that occurred in the field during the implementation of technical guidance at the district and city levels. Then done renewal and addition of material in each field of art This activity resulted in an improved Elementary School Arts Extracurricular Guide and is ready to be used for technical guidance activities for elementary schools at the district/city level. Technical guidance at the provincial level, the central guidance team together with the Provincial guidance team tota- ling 200 people from 34 provinces, formu- lated strategies for further implementa- tion of technical guidance at the district/ city level, especially in the delivery of the Elementary School Arts Extracurricular Guide. Technical guidance activities at the district/city level, presenting different schools from the previous year. It is hoped that the attending schools will be able to hold extracurricular activities and be obli- ged to disseminate it. On this occasion, the researchers conducted technical guidance in Bengkulu. Figure 5. Technical Guidance Team Workshop(Source: Dian Herdiati, 2015) After the implementation of Techni- cal Guidance was piloted from 2013 to 2015, in 2016 at the central, provincial and district / city levels, technical guidance ac- tivities at the central level were focused on improving the Guidelines for Elementary School Arts preparation Extracurricular Implementation. This is to anticipate ob- stacles in the field. Activities at the provin- cial level no longer exist. This is due to the enactment of Law Number 23 Year 2014 Article IV Article 9 Paragraph 1 which explains that the management of primary schools at the provincial district / city le- vel no longer has the authority to manage elementary schools. Figure 6. Workshop on Preparation Extracur- ricular Guidance Guidelines (Source: Dian Herdiati, 2016) In 2017, Technical guidance activities were no longer carried out in stages like the previous years. This year, the focus is more on improving the Elementary School Arts Extracurricular Guide. A “Workshop followed this on Guidance for the Imple- mentation of Elementary School Arts Ex- tracurricular Activities,” which presented principals from 258 districts/cities from eastern Indonesia who directly practiced various extracurricular arts that were ea- sily held in schools. This was followed by “Sample Test for Elementary School Ex- tracurricular Guidance” which presented principals from 52 districts/cities. This activity was held to see the Elementary School Arts Extracurricular Guide book’s readability throughout Indonesia. Readability results starting from a cover that must be interesting, applicab- le elementary school governance, adding some examples of regional arts, adding a glossary for terms that are not understood and changing sentences that can still be perceived as multiple and correcting inap- propriate punctuation collected to serve as the basis for the revision of the Guidebook. The series of Technical guidance activities in 2017 ended with the implementation of Supervision and monitoring and evalua- tion of Elementary School Arts Extracur- Harmonia: Journal of Arts Research and Education 21 (1) (2021): 140-153148 ricular Activities in 34 Provinces. Resear- chers have been assigned to West Papua Province. Supervision and monitoring, and evaluation were carried out directly to schools to see to what extent the extra- curricular manual books had been imple- mented in schools located in districts/ci- ties in 34 Provinces. In 2018, the Central level meeting was focused on improving the Elementary School Arts Extracurricular Guide. Conti- nued with monitoring simultaneously in 34 Provinces. Researchers have been assig- ned to West Papua Province. The schools monitored are one primary referral school and seven impact schools in 3 districts/ cities which are different from the previo- us more. Supervision and monitoring and evaluation are carried out to see to what extent the extracurricular manual books that have been made and guided have an impact on the implementation of extracur- ricular arts in reference primary schools and impact schools. In 2019, the Elementary School Arts Extracurricular Technical Guidance acti- vities monitored schools to see how many schools in the district/city had organized arts extracurricular activities, regarding the enhanced Elementary School Arts Ex- tracurricular Guide book. Based on the ac- tivities that have been carried out in 2013 - 2019, researchers found several obstacles experienced in carrying out art extracurri- cular activities in Indonesia. Overall results from the 12 provinces that were monitored and evaluated, many schools had not implemented arts extra- curricular activities. The constraints were the availability of the number of teachers, teacher competence, funding, and facili- ties that were almost the same obstacles all schools. Besides, dissemination to schools in one cluster is also constrained. The rea- son is that the school is located in a remo- te cluster, the extracurricular guidelines are not socialized as a guide in organizing extracurricular arts at schools. As a result, not all schools in the district/city have or- ganized arts extracurricular activities. The results of supervision and moni- toring and evaluation of the overall imple- mentation of extracurricular activities for elementary schools located in the city have implemented extracurricular activities, but not all types of extracurricular arts exist. Besides, extracurricular activities in schools have not been well organized ac- cording to the Art Extracurricular Guide book published by the Directorate of Pri- mary and Secondary Education, Ministry of Education and Culture. The district/city office and schools that have participated in technical guidan- ce in previous years have not maximally conducted dissemination to impact schools in one cluster, so many impact schools have just learned about the existence of the Art Extracurricular Guide book, and there are still many schools that have not imple- mented it. extracurricular. The availability of teachers and infrastructure is still the main obstacle in implementing extracurri- cular activities. Of the 514 districts/cities in Indone- sia, only 170 districts/cities have been vi- sited for monitoring and evaluation. Ove- rall the obstacles faced are the same. First, the availability of teachers, funds were of- ten mentioned in every meeting. Second, regarding regional policies because of the existence of regional autonomy, someti- mes all instructions from the central go- vernment are ignored. Third, it is difficult to disseminate to other schools because the schools are far from each other. Fourth, the diversity of arts in each district/city pro- vince makes it difficult to unify the prin- cipal and teachers’ perceptions regarding the Art Extracurricular Guide book. Table 2 is mapping constraints that researchers have encountered while researching the field. Constraints from the government of the Provincial, Regency/City Education Office. The office plays an important role in making policies for the implementation of this extracurricular technical training. Several reasons caused several obstacles; the agency did not understand the impor- tance of art, management of arts, and art content. The assigned service delegation Dian Herdiati & Dani Nur Saputra, Mapping Constraints of Art Extracurricular in Indone- 149 is sometimes not the person previously assigned, so the information is not conti- nuous. The delegation of personnel who changed frequently made the technical guidance process hampered, and dissemi- nation to cluster schools did not work. The Education Office, in this case, plays a role in bridging the process of implementing technical guidance at the provincial and district/city levels. Implementing Constraints at School. The school principal who was present did not understand the purpose of extracur- ricular training. This is due to the lack of focus on the participation of the principal in this technical guidance activity. A large number of invitations from various pro- grams at the Ministry of Education and Culture made it difficult for school princi- pals to focus on just one program, so they often left technical guidance activities to attend other activities. The teachers who attended were more class teachers who were competent not only in the arts. So, many do not un- derstand the importance of extracurricu- lar activities and the importance of this technical guidance being implemented. Disinterested, they often leave the room to just sit and smoke. Understand the importance of extr- acurricular activities and the importance of this technical guidance being imple- mented, so they often left the room to just sit and smoke because they were not inte- rested. The information obtained was ulti- mately incomplete. Regional Policy Constraints. The existence of regional autonomy makes technical guidance activities that have been planned by the central government sometimes not running. The reason is that there are regional heads who do not consi- der it important to carry out extracurricu- lar activities in schools so that, in the end, they do not support technical guidance activities to be continued at the provincial and district/city levels. The continuity of technical guidance is being threatened. Apart from that, regional autonomy has also led to different province and district/ city policies. The impact is that there is no standardization for the provision of ho- norarium for extracurricular teachers in every province and district/city. Regional policies sometimes lead to the diversity of art practices in every province and district in Indonesia. Lack of Art Facilities and Infrastruc- ture. Government assistance is sometimes not on target, the art tools provided are not adapted to the needs of schools and the characteristics of each region, given the large variety of arts in Indonesia, so they cannot be used optimally. The provision of financial assistance for equipment was in- tended only for referral schools, not evenly distributed to all schools in 514 districts/ cities. Facilities are absolute, even if a good program has been designed, if good facili- ties do not support them, they will result in optimal results, even if they are still running. Suryosubroto (2009) states that “Extracurricular implementation will run smoothly if adequate facilities and infra- structure support it both in number, con- dition, and completeness of supporting activities. Lack of availability of Competent Te- achers. Schools do not have teachers who are truly competent in the arts, so that art extracurricular activities cannot be maxi- mally implemented. According to Echols and Shadly in Jejen Musfah, (2012) “Com- petence is a collection of knowledge, beha- vior, and skills that teachers must possess to achieve learning and educational goals. According to Suprehiningkrum & Jamil (2014), the characteristics of professionally competent teachers are those who can de- velop responsibilities, carry out their roles and functions, realize school goals, and carry out their roles functions in classroom learning. Some schools have art tools that can- not be used because the teacher does not understand how to use them. In the Minis- ter of National Education Regulation No. 16 of 2007 concerning Educator and edu- cation standards, it was found that peda- gogical competence is the ability of teach- ers to manage student learning. At least Harmonia: Journal of Arts Research and Education 21 (1) (2021): 140-153150 Table 2. Constraints in the field based on Provincial Guidance OBSTACLES CAUSE DUE TO The Education Office The lack of seriousness of the provincial and district offices in participating in extracurricular technical guidance. Even though the Dinas play an important role in terms of policymak- ing. Don’t understand art, so don’t care, don’t have an interest. The assignment of personnel from the service sometimes changes people. The policy regarding the implementation of extracurricular technical assistance did not work properly so that dissemina- tion of the technical guidance regarding the implementation of extracurricular activities in cluster schools was not achieved. The information obtained is not sustain- able. School Implementer The principal and the teachers who attended did not understand the purpose of extracurricular education. The principal did not focus on attending the extracurricular arts training. Most of the elementary school teachers who attended were classroom teachers. The extracurricular technical assistance was not disseminated to cluster schools according to the goals of the Ministry of Education and Culture. Not everyone understands art. So that information is not conveyed. Regional Policy The existence of regional autonomy. The existence of regional poli- cies prevents activities planned by the central government from running. The existence of different poli- cies in each province/district. The regional head does not consider extracurricular technical activities as important so that in several districts/cities the extracurricular Technical guidance did not continue The difference in the standard of hono- rarium for extracurricular teachers for each province and district Facilities and infrastructure Inadequate art facilities and infrastructure Government assistance for the procurement of art equipment is sometimes not well-targeted. Lack of funds for the procure- ment of facilities and infra- structure. The tools that are provided are not according to the needs of the school. Art extracurricular activities use limited tools. Tools are not utilized properly Teacher Competence Little competent teacher Many schools do not have teachers who are truly compe- tent in the arts There are schools whose art extracurric- ular activities are improper with teachers who are not art teachers. There are even schools that do not carry out extracur- ricular arts at all. The use of existing art tools is not optimal, because the teacher does not understand how to use them. Limited Funds There is a tendency to take advantage of classroom teachers in arts extracurric- ular activities even though they are not competently adequate. Limited availability of art equipment There are limited funds avail- able in schools to provide com- petent teachers in the arts. Limited funds for the procure- ment of facilities and infra- structure. The extracurricular is simple, Student competence in art extracurricu- lar activities is not as expected. Art extracurricular doesn’t work Geographical Conditions Locations between schools in one cluster From each other, the road is steep; it takes several hours to get to the location of the Refer- ral school. Extracurricular activities cannot be con- centrated in just one referral school. Dian Herdiati & Dani Nur Saputra, Mapping Constraints of Art Extracurricular in Indone- 151 the teacher can take advantage of existing learning technology (Supikiraniningkrum & Jamil, 2014). Limited funds. To take a competent art teacher cannot be done due to limited funds, so the school uses class teachers for arts extracurricular activities even though many of these class teachers do not have competence in the arts. Apart from that, limited funds also have an impact on the provision of facilities and infrastructure. This will support the implementation of extracurricular activities properly. The availability of extracurricular funds is de- fined as the number of funds provided by the school to make it easier for students to take part in extracurricular activities (Suryosubroto, 2009). Geographical Condition of Schools in Clusters. The location of schools in a cluster that is far from each other and has to go through a steep road to reach the cluster school requires a long travel time, so it does not allow extracurricular acti- vities to be concentrated in one reference school only. CONCLUSION After carrying out the extracurricular technical education for elementary school for eight years, a map of the constraints fa- ced by the government was found in con- ducting extracurricular art training in ele- mentary schools. The mapping is mapped into 7 main obstacles, namely: constraints from the provincial, district/city govern- ment offices; implementing constraints at school; regional policy constraints; art faci- lities and infrastructure constraints; lack of availability of competent human resources, limited funds; as well as the geographical conditions of reference schools and cluster schools. According to Mohamad Sari, N. and Esa, A, 2017 The main obstacles that can af- fect student participation in extracurricu- lar activities include structural constraints (facilities, equipment, financial informati- on), intrapersonal constraints (interaction between students and teachers), and inter- personal constraints (internal factors). stu- dents) need to be addressed appropriately so that students can participate in extra- curricular activities without obstacles or distractions. 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