Cross Setting Duration Sebagai Upaya Harmonisasi Intelligence Quotient dan Emotional Quotient Bagi Generasi New Normal di SMK Negeri 1 Abang

Abstract

The transition from emergency remote instruction to restricted face-to-face schooling created challenges for students’ academic engagement and socioemotional adjustment. This study examines school-community responses to Cross Setting Duration (CSD), a locally designed strategy alternating distance and classroom instruction while regulating lesson duration at SMK Negeri 1 Abang, Bali, Indonesia. Conducted in October 2021, the study used a descriptive design integrating Google Forms questionnaires and interviews. The study reports 152 respondents drawn from a school population of 1,011 students and teachers. Descriptive results indicate an average understanding score of 84.85%, positive feelings of 84.5%, and positive perceptions of 57% across the two components of CSD. For the cross-setting component, 98.2% demonstrated understanding, 87% reported positive feelings, and 57% expressed a positive perception; the respective values for duration were 71.5%, 82%, and 57%. These results indicate generally favorable acceptance but also concerns about shortened instructional time. Because no standardized cognitive or emotional intelligence measures or comparison group were used, the evidence concerns perceived acceptability rather than demonstrated changes in intelligence quotient (IQ) or emotional quotient (EQ). The study highlights the need to combine flexible timetabling with sufficient instructional time, social interaction, and systematic monitoring of academic and socioemotional outcomes.