ABSTRACT
This study aimed to analyze and evaluate the implementation of full-day schools with the character of environment care. This study was a qualitative descriptive, that was analyzed through descriptive techniques, specifically reduction, display, presentation, and conclusion. The results are: (1) readiness of facilities and infrastructure is classrooms, parking, sports facilities, worship facilities, student playground, gardens or parks, canteens; (2) programs run at school environment care characters are class pickets, musa (picking the trash), jumsih (Friday cleaning), hydroponic parks, outdoor activities, reducing the use of plastic waste, and class cleanliness competitions; (3) the implementation of the full-day school has allowed students to feel happy because they can interact longer with their friends and can do many positive activities such as being involved in watering plants, caring for their hygiene. Parents agree because it can increase the formation of character, especially religious and social character.
