The background of this research is the competence of Scout teachers who have not
been fulfilled in the implementation of Scout extracurriculars at TritihWetan 04
Jeruklegi Elementary School, Cilacap Regency. The aim of this study was to
analyze the competence of scout teachers in conducting Scout extracurricular
activities and to analyze the supporting and inhibiting factors for conducting Scout
extracurricular activities at Tritih Wetan 04 Jeruklegi Elementary School, Cilacap
Regency. The type of research used is descriptive qualitative phenomenological
method. Informants in this study were school principals, teachers who were given
additional assignments as Scoutmasters, and Scout coaches. The process of
collecting data using interview guidelines, observation and documentation. Data
analysis techniques use the steps of data collection, data reduction, data
presentation, and draw conclusions using the Miles and Hubberman models. The
results of the study showed that scout teachers who did not yet have Wood Badge
qualifications experienced difficulties in planning scouting activities and
extracurricular materials. The competence of scout teachers is not generated
instantly, it is necessary to go through the stages of scouting education at least the
Wood Badge Course so that they are more mature in managing Scout
extracurriculars. Scout teachers who are Wood Badge course qualified are able to
organize professional extracurricular development based on the basic principles of
scouting and scouting methods. The competence of good scout teachers in
managing scout extracurricular activities will also produce good output. Scout
development activities in scout extracurriculars need to be carried out through
block, actualization, and regular systems. Scout extracurricular activities are carried
out routinely once a week and complete SKU, SKK, and SPG for Scouts.
Supporting factors for Scout extracurriculars include the support of the principal as
Mabigus who provides organizational guidance and assignments, parental support
and students' interest in participating in scouting extracurriculars, the competence
of scout coaches who are advance Woodbadge qualified sufficient to carry out
scouting extracurriculars, infrastructure facilities that support scout extracurricular
activities are absolutely necessary. The inhibiting factors are: the Cluster
Deliberation has not yet been implemented, the self-awareness of scout teachers
with sincere dedication is still lacking, planning and activity programs are not yet
structured, administrative management is not yet running, mastery of scouting
methods and skills is still lacking, the qualifications of scout coaches who have not
taken scouting education minimum Basic Wood Badge Course.