DEVELOPMENT OF THE ACADEMIC CULTURE FOR STUDENTS OF JETIS 3 JUNIOR HIGH SCHOOL OF BANTUL

This study aims to describe: (1) The values of academic culture possessed by students, (2) The efforts made by students in producing scientific work; and (3) The efforts made by the teacher in developing the academic culture of students in order to develop positively. This research was conducted using a phenomenological qualitative approach, with locations at the Jetis 3 Junior High School (SMP), Bantul, Indonesia. The research subjects were selected purposively including a principal, 20 teachers, and 30 students who were administrators of the Intra-School Organization. Data collection techniques used Focus group discussions, observations, and document studies. All collected data is then analyzed by the steps of phenomenological qualitative analysis as stated by John W. Creswell. The results of this study are: (1) That the academic culture possessed by Jetis Middle School 3 students always processes the dynamics of everyday life. It is reflected in various observable things called artifacts. Portrait of the academic culture of Jetis 3 Junior High School students is formed from the results of their discoveries which are then used as a guide in daily activities in school. There are 10 basic cultural values that guide the academic life of students at school. Three of them which are considered most important are the values of honesty, discipline, and courtesy. According to him, these three cultural values are undervalued by students but have an important role that can lead their owners to success. (2) Efforts to produce scientific works, Jetis 3 junior high school students have basic capital in each class namely wall magazine. But they have not optimized the wall magazine; (3) the teacher's efforts in fostering the academic cultural activities of students have been determined as school policies, namely: (a) Additional lesson guidance programs for accessing national examinations, (b) Youth Scientific Work group assistance programs, (c) Remedial programs for children who have achieving learning completeness, (d) Assistance program for Student Council activities, (e) Smile, greetings, greetings, (f) Personality and academic mental counseling programs, (g) Class wall magazine development programs, and (h) Bulletin and magazine piloting programs students