Social, Psychological and Economic Impacts of Financial Assistance Provision For Poor Students in Primary School

DOI

10.2991/yicemap-17.2017.67How to use a DOI?

Keywords

BSM, social psychological and economic impact

Abstract

This research is aimed at describing the social, psychological and economic impacts of the provision of financial assistance for poor students or well-known as Bantuan Siswa Miskin (BSM). The research was done by using interview, observation, and documentation method. In this research, school principle, BSM fund managers, teachers, students as well as students' parents who receive BSM and community leaders were taken as the research subjects. In analyzing the data, Miles and Haberman model (Sugiyono, 2012) was used in the research. The model was including the data collection, reduction, the data presentation, and verification. The data analysis process was done interactively. The result shows that from the social perspective, students who receive BSM funds tended to make the interactions and also played with many friends, both in their school or in their residential environment. As well as for the students' parents, they had an opportunity to socialize with the society through PKK activity, regular social gathering, village association, mutual assistance, and others activities in celebrating some events on national and religious holidays. Psychologically, after students received BSM, they became happier, more diligent (in class, library, and home), discipline, having longer time for study, feeling healthy, having additional lesson outside the school, following the extracurricular activities, continuing education into the higher level, and having better achievements. Psychological impact for the teachers; they felt more comfortable and happy both in the learning process and in the interaction outside the class because students' condition, physically and psychologically, are cheerful, happier, cleaner, more diligent, and more confident. Psychologically, community leaders were also really happy because with BSM, all primary school age children could attend the school. It also could reduce the gap in the community so that needs, mutual cooperation attitude, and community tolerance can still be maintained. Economically, schools feel helped by BSM funds. Schools did not need to withdraw funds for students' personal needs. Parents were greatly helped by this BSM funds. The parents of BSM recipients were very excited and passionate in working to fulfil their family's needs; both for education needs, social needs, or even economic needs. According to them, because their children's personal needs for school have been fulfilled through BSM funds, so money which should be used for it could be allocated to another thing; business purposes. The parents of BSM recipients who work as construction labourers, they bought building equipment for business capital. In addition, parents who have a home economy business would use the money to buy basic materials for business capital in order to increase their family income. Community leaders were also happy because with BSM, BSM recipients could try to increase their income through entrepreneurial activities.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Sudiyono Sudiyono
PY  - 2017/05
DA  - 2017/05
TI  - Social, Psychological and Economic Impacts of Financial Assistance Provision For Poor Students in Primary School
BT  - Proceedings of the 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017)
PB  - Atlantis Press
SP  - 378
EP  - 381
SN  - 2352-5398
UR  - https://doi.org/10.2991/yicemap-17.2017.67
DO  - 10.2991/yicemap-17.2017.67
ID  - Sudiyono2017/05
ER  -