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1
Effendi, Mohammad Sofwan, and Supadi. "Child-Friendly School Environment Management." JPI (Jurnal Pendidikan Indonesia) 12, no. 4 (2023): 732–40. http://dx.doi.org/10.23887/jpiundiksha.v12i4.68681.
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Implementing child-friendly schools must be based on principles without violence or discrimination against disability, gender, ethnicity, religion, or parental background. Obstacles in creating Child-Friendly school include the need for more complete and adequate facilities. Educators also do not have the ability to implement Child-Friendly school. Therefore this study aims to analyze how environmental management realizes Child-Friendly Schools. This study used qualitative descriptive methods. The data collection techniques use in this study is through observation, interviews, and documentation. Data is analyzed interactively by data reduction, data presentation, and conclusions. The results showed that environmental management followed the components of child-friendly schools well. That can be seen from the average value of statement items on the child-friendly school indicator which shows respondents' answers tend to agree and strongly agree. However, several suggestions need to be considered: transparency in preventing students from dropping out of school, increasing health requirements, and cooperation with various related parties.
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Ambarsari, Luthfiana, and Harun Harun. "SEKOLAH RAMAH ANAK BERBASIS HAK ANAK DI SEKOLAH DASAR." Profesi Pendidikan Dasar 1, no. 1 (2018): 10. http://dx.doi.org/10.23917/ppd.v1i1.6111.
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Abstrak: This research aimed to describe the child-friendly school policy in two child-friendly pilot primary schools. This research concern: “How does the implementation of child-friendly school policy based child rights at primary school?” The method that used in this research was a qualitative type of phenomenology. The data were collected by observation method, interview, and documentation. The data analysis technique that used was phenomenology research data analysis of Burke Johnson and Larry Christensen. The results showed that there were 3 discoveries related to child-friendly school policies in primary schools. First, the child-friendly school policies were designed and implemented to ensure children's rights were fulfilled. Second, the child-friendly school policies were implemented in learning area, the school social environments, the school’s physical environment, and infrastructure facilities. Third, the child-friendly school policies were applied to create condition conducive and fun in school.
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Marites, Paraguya-Agang. "RELATED STUDIES ON CHILD FRIENDLY SCHOOL-HEALTH ENVIRONMENT." International Journal of Novel Research in Education and Learning 10, no. 2 (2023): 20–24. https://doi.org/10.5281/zenodo.7751794.
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<strong>Abstract:</strong> According to Murtaza (2011), a ‘Child Friendly School’ is a school that recognizes and nurtures the achievement of children's basic rights. Child Friendly Schools work with all commitment-holders, especially parents/guardians of students. It values the many kinds of contributions they can make in the development of a learning environment for children according to the children's current and future needs. The learning environments of Child Friendly Schools are characterized by equity, balance, freedom, solidarity, non-violence, and a concern for physical, mental, and emotional health. These lead to the development of knowledge, skills, attitudes, values, morals so that children can live together in a harmonious way. This paper is a review of a set of ‘Related Studies on Child Friendly School-Health Environment.’ A synthesis of which, was then generated. <strong>Keywords:</strong> Child Friendly Environment: Child Friendly School: Environment: Health: Health Environment: Synthesis. <strong>Title:</strong> RELATED STUDIES ON CHILD FRIENDLY SCHOOL-HEALTH ENVIRONMENT <strong>Author:</strong> Marites Paraguya-Agang <strong>International Journal of Novel Research in Education and Learning</strong> <strong>ISSN 2394-9686</strong> <strong>Vol. 10, Issue 2, March 2023 - April 2023</strong> <strong>Page No: 20-24</strong> <strong>Novelty Journals</strong> <strong>Website: www.noveltyjournals.com</strong> <strong>Published Date: 20-March-2023</strong> <strong>DOI: https://doi.org/10.5281/zenodo.7751794</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.noveltyjournals.com/upload/paper/RELATED%20STUDIES%20ON%20CHILD%20FRIENDLY-20032023-2.pdf</strong>
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Khanal, Dr Uttam. "Child Friendly Environment of Classroom on Basic Level in Nepal: Education Achievement of Community School." International Education Studies and Sustainability 1, no. 1 (2021): p78. http://dx.doi.org/10.22158/iess.v1n1p78.
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This study focuses on child-friendly classroom environments and basic level academic achievement and analyzes the role that teachers, parents, students, and school management committees play in school work. Nepal’s disadvantaged schools are concentrated in rural areas, but those schools are also trying to make themselves child-friendly schools. The objective was to analyze the problems seen in the construction of child-friendly schools by analyzing the classroom environment, the current condition of the school, the impact of the child-friendly classroom environment on the level of educational achievement. The school management committee, teachers, the interaction between the parents and the stakeholders on various issues has helped in the construction of the child-friendly school and the community has expressed its readiness to help as the school is their own. According to the parents, the school has been punishing the children for one reason or another and the school should be reformed as there are protests from all quarters. In order to achieve the set targets as per the educational policy of the state and for the all-round development of the children-It has become necessary for everyone to pay attention to remove the small weaknesses and analyze the results and engage in classroom management including child-friendly schools.
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Sunarti, Sunarti. "MENGENAL DAN MENGEMBANGKAN SEKOLAH RAMAH ANA." Al-Misbah (Jurnal Islamic Studies) 5, no. 2 (2019): 201–10. http://dx.doi.org/10.26555/almisbah.v5i2.175.
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Child-friendly schools are the schools coveted by every parent and government. The child-friendly school policy begins with the desire of the community to allow schools to fully grant children's rights in their schools. Child-friendly schools can be implemented in everyday life if they receive the attention and support of all parties. A child-friendly school can become a reality if supported by at least three aspects, including: appropriate school programs; a supportive school environment; and aspects of adequate facilities
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Prasetia, Indra, Emilda Sulasmi, and Susana Susana. "The Child-Friendly School Program for Developing a Character School in the Primary Schools of Binjai City, Indonesia." Randwick International of Social Science Journal 2, no. 4 (2021): 575–82. http://dx.doi.org/10.47175/rissj.v2i4.338.
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This research is a qualitative research in the form of a case study. This research is conducted at Binjai State Elementary School, Indonesia. The purpose of this study is to implement a child-friendly school program and develop student character programmed in the Primary Schools of Binjai Ciy, Indonesia. The respondents of this study are principals and teachers. The results of this study are child-friendly school policies at Primary Schools of Binjai City encourage all school residents to care about the school environment and be anti-violent so that the atmosphere at school becomes healthy, safe and comfortable. The formation of the character of students through child-friendly schools Primary Schools of Binjai City is going well because the teachers at the school have formed the character of students including students who are diligent and diligent in learning, respect for teachers, discipline, respect each other so as to form a community friendly study. Child-friendly school programs are very effective in forming a safe and conducive school environment and supporting the development of student character, in addition to encouraging schools to develop infrastructure to support learning. The study also found that some schools still have obstacles in developing a school culture for the direction of child-friendly schools. In general, Primary Schools of Binjai City has implemented child-friendly education, where the school has attempted various programs and activities in implementing child-friendly education.
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Yenuri, Ali Ahmad, Ahmad Aminuddin, and M. Mujibudin SM. "The Child-Friendly School Policy Implementation." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 7, no. 1 (2025): 612–25. https://doi.org/10.37680/scaffolding.v7i1.7197.
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This study aims to encourage the implementation of the Child-Friendly School (CFS) policy at the Senior High School (SMA) level in East Java Province by highlighting supporting and inhibiting factors, the impact of the policy on the school environment, and strengthening strategies. The study used a mixed-methods approach with a descriptive design. Data were obtained from three schools selected purposively: SMAN 8 Malang, SMAN 20 Surabaya, and SMAN 1 Trenggalek. Data sources included principals, teachers, students, parents, and school policy documents. Data collection techniques included in-depth interviews, participant observation, questionnaires, and document analysis. Data were described thematically and descriptively to reveal the dynamics of policy implementation. The results showed that most schools had integrated CFS values such as non-discrimination, religious tolerance, and bullying prevention efforts. However, challenges were still found, including seniority practices that lead to bullying, limited facilities in rural areas, and a weak bullying case reporting system. It is proven that the implementation of the Child-Friendly School policy has shown significant progress in East Java, but the desire and equality of the quality of its implementation still need to be strengthened. The involvement of all parties, such as teachers, students, parents, and the government, is an important key in creating a school environment that is truly safe, inclusive, and supports the holistic development of children.
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Fathatul Jannah, Fillah Babul, and Dian Hidayati. "IMPLEMENTATION OF CHILD-FRIENDLY SCHOOL POLICIES TOWARDS BUILDING THE CHARACTER OF STUDENTS IN SD BANTUL DISTRICT." International Journal of Education Humanities and Social Science 05, no. 05 (2022): 105–9. http://dx.doi.org/10.54922/ijehss.2022.0443.
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This child-friendly school program provides an openness for children to participate in every social activity so that children grow up and get their welfare as children. To promote this child-friendly school, the school or madrasah must have a safe, clean, comfortable, inclusive environment so that children can develop properly, especially children who need special services. The pnting elements that can encourage the implementation of child-friendly school programs are families, schools and communities. The research method used is a qualitative method, by conducting interviews and observations with the results of the research as follows, elementary schools in Bantul Regency have implemented a child-friendly school policy. The implementation of child-friendly schools in elementary schools is supported by school residents and also the surrounding community. Teachers in bantul district elementary schools have implemented education with a child-friendly environment. This is evidenced by, several habituation activities carried out by teachers and students. Habituations in this school can indirectly shape the character of students. The obstacle experienced by several elementary schools in Bantul Regency is the lack of adequate facilities and infrastructure, especially facilities and infrastructure to support an inclusive environment, so as to create comfort for students, especially students with special needs. To meet the needs of these facilities and infrastructure, it can be handled by cooperating with outside institutions.
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Luthfiana, Ambarsari, and Harun. "Child-friendly school environment to ensure children's welfare." Journal of Education and Learning (EduLearn) 13, no. 1 (2019): 74–80. https://doi.org/10.11591/edulearn.v13i1.9523.
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The violence that occurs in the school is one of the problems that is still going on. The school and other stakeholders need to make efforts to minimize the occurrence of violence. So that, the children can study safely and comfortably in school. This research aimed to describe a child-friendly school environment in elementary school. The research procedure used qualitative phenomenological approach. The data collection technique was done by using observation method, interview, and documentation. With a child-friendly school environment, students will feel safe, comfortable, and prosperous. Based on this study results concluded that to create a childfriendly school environment is to create a harmonious social environment of the school, which is a good relationship between the school community, parents of students as well as with other stakeholders. Then, it needs to pay attention to the physical environment of the school, which is related to the condition of school buildings, as well as school infrastructure that supports child-friendly school environment should be secured and can fulfill the students needs.
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Nur Ayu and Supriadi Torro. "Analisis Program Sekolah Ramah Anak dalam Upaya Pencegahan Perilaku Kekerasan." Harmoni: Jurnal Ilmu Komunikasi dan Sosial 1, no. 3 (2023): 204–13. http://dx.doi.org/10.59581/harmoni-widyakarya.v1i3.1019.
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In an effort to fulfill and protect children's rights, Child Friendly Schools are implemented. Child Friendly Schools are needed to create and transform traditional school models into child friendly schools that respect children's rights. This school model is effective in ensuring the protection of children's rights, preventing violence, discrimination and other unwanted actions and developing students' potential. The research was conducted at Polut 1 Public Middle School, Takalar Regency, South Sulawesi Province. The type of research used is qualitative research. The focus of this research is how the child-friendly school program is in an effort to prevent violent behavior. Types and sources of data used are primary data and secondary data. The research instruments used were observation and interviews. Data collection techniques and procedures, namely using observation techniques, interviews, and documentation. To create a child-friendly school, synergy and strong commitment are needed from all stakeholders in the school environment, an active role and positive attitude are required by all related parties, starting from school principals, teachers, students, parents must contribute their respective functions to create a climate a school environment that is safe, comfortable, and certainly does not contain elements of violence in it.
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Ambarsari, Luthfiana, and Harun Harun. "Child-friendly school environment to ensure children’s welfare." Journal of Education and Learning (EduLearn) 13, no. 1 (2018): 74. http://dx.doi.org/10.11591/edulearn.v13i1.9523.
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Khery, Yusran, Pahriah Pahriah, and Hasinarmi Hasinarmi. "TINGKAT PERANAN PEMBELAJARAN KIMIA DALAM MENDUKUNG GERAKAN SEKOLAH SEHAT, AMAN, RAMAH ANAK, DANMENYENANGKAN (STUDI KASUS)." Hydrogen: Jurnal Kependidikan Kimia 4, no. 2 (2016): 111. http://dx.doi.org/10.33394/hjkk.v4i2.99.
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This study aimed to determine the level of learning the role of chemistry in supporting a healthy school movement, a safe, child-friendly, and fun (a case study in SMAN3 Mataram). This study used qualitative design to find out how the learning process chemistry students in the school to support the movement of healthy, safe, child friendly, fun environment SMAN3 Mataram. Subject of research was teachers and students learning chemistry class III. The instrument used in this study was the observation of the environment of the school and the learning process, interviews with teachers to find out the learning process in learning chemistry related to school environment healthy, safe, child friendly and pleasant and the student questionnaire to determine the level of the role of chemistry learning in support of the movement schools healthy, safe, child friendly, and fun during the process of chemical learning. The results of the study was indicate that the rate of learning the role of chemistry in supporting a healthy school movement, a safe, child-friendly, and fun can improve student learning SMAN 3 Mataram.
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Ratna Yunitasari, M. Kendry Widiyanto, and Dida Rahmadanik. "Implementasi Surat Keputusan Kepala Dinas Pendidikan dan Kebudayaan Kabupaten Sidoarjo Nomor 188/456/438.5.1/2021 Tentang Penetapan Tim Pelaksana Sekolah Ramah Anak Jenjang Sekolah Dasar Di Kabupaten Sidoarjo Tahun 2021 (Studi Kasus SDN Ganting)." Eksekusi : Jurnal Ilmu Hukum dan Administrasi Negara 2, no. 3 (2024): 421–33. http://dx.doi.org/10.55606/eksekusi.v2i3.1328.
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Child-Friendly Schools are essentially schools that provide all children with full rights, as well as classroom and school management that must be supported by positive physical, psychological, social, healthy and safe conditions. Child-Friendly Schools are also an ideal concept for school-aged children. This program is related to the Child Friendly Regency/City launched by the government. The aim of developing Child Friendly Schools is to prevent violence against children and other school residents, prevent children from getting sick due to food poisoning and an unhealthy environment, prevent accidents in schools caused by infrastructure or natural disasters, prevent children from becoming smokers, alcohol drinkers and users. NAPZA, creates good relationships between school members, makes it easier to monitor children's conditions while they are at school, and makes it easier to achieve educational goals.
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Siti, Suwadah Rimang, Agustang, and Tahir Herman. "The Child-Friendly School Literacy Movement at The Indonesian Daan Haag School, The Netherlands." INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH IN MULTIDISCIPLINARY EDUCATION 02, no. 09 (2023): 377–84. https://doi.org/10.5281/zenodo.8327887.
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The child-friendly literacy movement is a movement that must be implemented by all educational units. Components of child-friendly schools include: 1) SRA Policy; 2) Educators and education personnel trained on child rights; 3) Implementation of a child-friendly learning process with the application of non-violent discipline; 4) Facilities and infrastructure that are child friendly do not endanger children, and prevent children from getting hurt; 5) Child participation; 6) Participation of parents, community organizations, business world, other stakeholders, and alumni. Through the child-friendly literacy movement, it is hoped that students will be comfortable at school. Because the school is a place for studying knowledge, but if the school is not able to make children excited, it is necessary to evaluate the things that are lacking. The characteristics of this type of child-friendly school are being fair to students, comfortable learning methods, to a comfortable and beautiful school and classroom environment. Friendly schools build a new paradigm in educating and teaching students to create a new generation without violence, fostering adult concern and fulfilling rights and protecting children from things that harm their future.
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Fadhilah, Ningsih, Ana Chonitsa, and Amma Chorida Adila. "Assistance for Child-Friendly Schools for Elementary School Teachers in Pekalongan Regency Through the Workshop on PSGA UIN K.H Abdurrahman Wahid." Pengabdian: Jurnal Abdimas 2, no. 3 (2024): 168–74. https://doi.org/10.70177/abdimas.v2i3.548.
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Background. Child-friendly schools are a government program that is still being intensively carried out at schools and madrasas in Indonesia. Purpose. The aim of the research is to provide assistance to Child Friendly Schools in solving problems related to the implementation of Child Friendly Schools in the Madrasah environment Method. This child-friendly school mentoring method consists of four stages of activity, namely activity preparation, implementation, and activity closing. This activity lasted for two days on 5-6 June 2023 at the integrated Lecture Building of UIN K.H Abdurrahman Wahid Pekalongan. Researchers in conducting research data analysis by drawing conclusions on the mentoring activities that have been carried out. Results. Child-friendly school assistance is a community service carried out by the Center for Gender and Child Studies at UIN K.H Abdurrahman Wahid Pekalongan in planning a child-friendly school program for Madrasah Ibtidaiyah in Pekalongan Regency. Meanwhile, this activity is useful in holding group discussion forums to deal with problems faced by today's children, providing protection and prevention against hazards that at times threaten the safety of school students. The three stages of implementing child-friendly schools in Madrasah Ibtidaiyah are planning, preparation and collaboration Conclusion. Assistance and implementation of child-friendly schools can be effective as long as all elements, both schools, communities and universities are mutually irrational to create child-friendly schools.
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Tripathi, Krishna Prasad. "Child-Friendly School Environment: A Case of Community Schools of Pokhara." Prithvi Journal of Research and Innovation 2 (December 16, 2020): 9–19. http://dx.doi.org/10.3126/pjri.v2i0.33428.
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The study is carried out to investigate the status of child-friendly school environment, and identify school’s policy towards it. It was delimited to Pokhara Metropolitan of Kaski District. To accomplish the objectives, the explanatory sequential research design was used. The survey technique was used for quantitative and observation was used to qualitative study. There were 128 basic community schools. Eleven schools were selected randomly. The interview schedule and observation checklist were the major tools of data collection. Collected data and information were analyzed both quantitatively as well as qualitatively as per their nature in the table. The findings of the study demonstrated that physical facilities in community schools in Pokhara Metropolitan City seem satisfactory. The researcher asked and observed the school sites. More than one quarter schools (27.3%) had peace and quiet place to teach. More than one-third school (36.4%) had satisfactory and the same (36.4%) had no open and enough space. The study also found that all schools had little raised and dry land and not to risk of sinking during the monsoon. More than half of the schools (54.5%) had the satisfactory situation on sufficient space and on adequate water and facility of waste disposal. From the observation, it was found that nearly two third schools had poor situation of restrooms without water and latches. It is concluded that the community schools tried their best to make child-friendly school environment, but those attempts were found to be insufficient. The study recommended that communication, cooperation, and coordination are needed among the stakeholders to plan for the quality education in schools.
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Marites, Paraguya-Agang. "CHALLENGES IN ENHANCING THE CHILD FRIENDLY SCHOOL-HEALTH ENVIRONMENT." International Journal of Novel Research in Education and Learning 10, no. 1 (2023): 85–87. https://doi.org/10.5281/zenodo.7625712.
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<strong>Abstract:</strong> This study determined the challenges that will be encountered by the public elementary school teachers in enhancing the child friendly school-health environment, during face-to-face classes. The descriptive research method was used. The subjects of the study were the public elementary school teachers in Isabela City Island District 1. A questionnaire was the instrument used in this study. The findings of the study were: 1. The teachers considered the ‘challenges that will be encountered by the public elementary school teachers in enhancing the child friendly school-health environment in Island District 1, during face-to-face classes, as ‘Great’ challenges. 2. The public elementary school teachers considered as a ‘Very Great’ challenge ‘for their school to have a feeding program for malnourished children’ in enhancing the child friendly school-health environment in Island District 1, during face-to-face classes. <strong>Keywords:</strong> Challenges; Child Friendly School; Face-To-Face Classes; Health Environment; Health and Well-Being; Public Elementary School Teachers; Safe and Protective Spaces. <strong>Title:</strong> CHALLENGES IN ENHANCING THE CHILD FRIENDLY SCHOOL-HEALTH ENVIRONMENT <strong>Author:</strong> Marites Paraguya-Agang <strong>International Journal of Novel Research in Education and Learning</strong> <strong>ISSN 2394-9686</strong> <strong>Vol. 10, Issue 1, January 2023 - February 2023</strong> <strong>Page No: 85-87</strong> <strong>Novelty Journals</strong> <strong>Website: www.noveltyjournals.com</strong> <strong>Published Date: 09-February-2023</strong> <strong>DOI: https://doi.org/10.5281/zenodo.7625712</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.noveltyjournals.com/upload/paper/CHALLENGES%20IN%20ENHANCING%20THE%20CHILD%20FRIENDLY-09022023-4.pdf</strong>
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Mardiyati, Sulasti, Ana Yualiana, Didi Rahmat, and Hijrah Wahyudi. "TOWARDS AN INCLUSIVE LEARNING ENVIRONMENT: EDUCATIONAL SEMINAR ON THE IMPLEMENTATION OF CHILD WELFARE LAW IN SCHOOLS." Khidmatuna: Jurnal Pengabdian Masyarakat 3, no. 1 (2024): 20–27. https://doi.org/10.36781/khidmatuna.v3i01.627.
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Community service activities in the form of a one-day seminar with students from SDIT Haruniyah residing in East Pontianak, West Kalimantan Province. The activity took place on December 15, 2023. The participants of the activity were all parents of the students and the academic community of SDIT Haruniyah. The implementation of the Community Service Activity that has been held is a step towards implementing the child-friendly school program at the school unit level. The method of the activity was conducted through counseling to provide brainstorming related to the implementation of Child-Friendly Schools. The participants of the activity were school principals, teachers, and parents who came from SDIT Haruniyah in East Pontianak. The result of the activity is the distribution of knowledge related to the Child-Friendly City Policy and the Child-Friendly School program to fulfill the rights and prioritize the rights of children (PUHA) at the school unit level.
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Muhammad Arbain, Yeisi Gusniati, Badrut Tamam, Nurul Fadilah, and Syaiful. "Implementation of Child-Friendly School in the Perspective of Islamic Religious Education in Elementary Schools in North Kalimantan." Al-Ishlah: Jurnal Pendidikan Islam 22, no. 2 (2024): 103–20. https://doi.org/10.35905/alishlah.v22i2.10680.
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Background : Cases of physical and non-physical violence against children in schools are increasing, violating legal, social, cultural, and religious norms. In response, the Ministry of Education and Culture launched the Child-Friendly School initiative to create an educational environment prioritizing safety, comfort, and inclusivity. Islamic religious education aligns with this initiative by emphasizing moral behavior, respect, and prohibiting harmful actions such as bullying and discrimination. Research objectives: This study aims to formulate the concept of implementing child-friendly schools from the perspective of Islamic religious education in elementary schools in North Kalimantan. Methods: Using a qualitative descriptive method, data were collected through observations, interviews, and documentation involving 10 school principals, 15 Islamic religious education (PAI) teachers, and 30 students from elementary schools in Bulungan, Tarakan, and Tana Tidung regions. The findings reveal six main elements: (1) conducive and religious learning atmosphere, (2) adequate facilities, (3) exemplary and quality teachers, (4) integration of local cultural content in the curriculum, (5) a safe and peaceful school environment, and (6) active involvement of parents and school committees. Conclusion: A combination of Islamic teachings and local cultural wisdom fosters a holistic child-friendly school model. The integration of Islamic values with child-friendly school principals enhances inclusivity and emotional well-being. This study introduces a context-specific integration of religious and cultural values into child-friendly school frameworks. Theoretically, it expands the understanding of child-friendly education through an Islamic perspective. Practically, it offers actionable guidelines for sustainable implementation. Socially, it emphasizes collaboration between schools, parents, and communities.
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Wantini, Djamaluddin Perawironegoro, Abdul Hopid, Suratno, and Juanda. "CHILD-FRIENDLY SCHOOL IN THE HUMANISTIC LEARNING THEORY FROM THE PERSPECTIVES OF ISLAMIC EDUCATIONAL PSYCHOLOGY." International Journal of Education Humanities and Social Science 05, no. 05 (2022): 46–57. http://dx.doi.org/10.54922/ijehss.2022.0438.
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The number of acts of violence that occur in the school environment causes a lack of public trust in the world of education. The school environment, which was originally a safe and comfortable place to study for students, has now become a scary and unsafe place for children. Because of these problems, schools must be a safe and comfortable place for children so that the potential contained in children can be developed. Child-friendly schools are one of the models or educational programs that can be applied in a school environment that can provide security and comfort for students in carrying out the learning process. This study aims to describe and analyze child-friendly schools in humanistic learning theory from the perspective of Islamic education psychology. This study uses a qualitative method with a library research approach. The result of this study is that there is a relationship between child-friendly schools and humanistic learning theory in Islamic educational psychology. This is based on the results of the similarity between the concept of a child-friendly school and the humanistic learning theory that focuses on developing the potential contained in students and student-centered learning processes. These two concepts both focus on humanizing humans by using learning methods, methods, and strategies, as well as child-friendly learning models so that they can develop the potential that exists in students.
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Sapsağlam, Özkan, and Ali Eryılmaz. "Building Child-Friendly Cities for Sustainable Child Development: Child-Friendly City Scale-Child Form." Sustainability 16, no. 3 (2024): 1228. http://dx.doi.org/10.3390/su16031228.
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Designing child-friendly cities is very important for sustainable human development. Child-friendly cities encourage children to grow up in a healthy, safe, and supportive environment. The concept of the “Child-Friendly City” emerged in 1996 at the United Nations Habitat II Conference in Istanbul. This movement promoted supporting children’s development, assuring compliance with their basic rights, and pursuing their subjective well-being through the qualities of the environments of cities. Developing measurement tools to determine the effects of the qualities of the city and its environment on children and what is expected from “Child-Friendly Cities” is crucial. The first aim of this study was to utilize exploratory factor analysis (EFA) to develop the Child-Friendly City Scale-Child Form and provisionally examine its factor structure during this process. The second aim was to examine the factor structure of the developed scale through confirmatory factor analysis (CFA). Participants were 527 middle school students who were divided into two groups for CFA and DFA, 204 in the first group and 323 in the second group. The results of both EFA and CFA supported the developed scale, which has eight dimensions. The Child-Friendly City Scale-Child Form was found to be valid and reliable through various tests. This study contributes to the literature by providing an empirically tested 8-dimension tool to measure children’s perceptions of the child-friendliness of their cities.
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Visvidya, Husna Pratiwi, and Hariri Hasan. "Evaluation of Child Friendly School in Building Student Character: A Literature Review." International Journal of Current Science Research and Review 05, no. 08 (2022): 3193–98. https://doi.org/10.5281/zenodo.7021353.
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<strong>ABSTRACT: </strong>The character crisis is an issue of many countries. For many children, the school is an uncaring environment, that can cause a negative impact in mental health, so we can see the output of school residents is not in a good character. In fact, schools have an important role in the psychosocial development of children. Seeing this fact, UNICEF developed a child-friendly school program to solve the problem. Its also necessary to evaluate the child friendly school programme, then it will be discussed about CIPP model too. The results of the review found that child-friendly schools can be optimal if principals, teachers and education staff, and school committees collaborate well in carrying out their roles in realizing the six principal components of child-friendly schools. Research on this topic is limited and this article is a literature review, so it is necessary to conduct further research using interview and questionnaire methods related to the role of child-friendly schools in building student character.
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Akbarurrahman. "Manajemen Sekolah Ramah Anak: Studi Kasus di MTsN 6 Jombang." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 3, no. 2 (2022): 97–107. http://dx.doi.org/10.62775/edukasia.v3i2.67.
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The delivery of the learning process in child-friendly schools must be supported by good management and based on child-friendly principles in order to create safe school environment and classroom atmosphere, fulfill children's rights and the best needs for children. purpose of this study is to determine the form of policy and implementation of child-friendly school management at MTSN 6 Jombang. This research is a qualitative research with the type of case study. Based on the results of the study, it was found that: 1. The form of policies implemented in the process of implementing child-friendly school management at MTSN 6 Jombang was based on four pillars of child-friendly school principles, namely non-violence, discrimination, best interests for children's growth, and respect for children. 2. Implementation of child-friendly school management begins with the planning and analysis stages of situations and conditions, organizing and forming teams, implementing programs, learning, infrastructure and program evaluation.
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Iqbal, Mohammad, Anoesyirwan Moeins, and Meita Pragiwani. "Managing The Environment In Making Children Friendly Schools In SMA 45, Jakarta." Indonesian Journal of Business, Accounting and Management 3, no. 1 (2020): 53–59. http://dx.doi.org/10.36406/ijbam.v3i1.575.
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Abstract—This study aims to determine environmental management in creating Child Friendly Schools in SMA 45 Jakarta. This research method is quantitative descriptive method. The object of this research is SMA 45 Jakarta, which is located at Jln. Perintis Kemerdekaan Kelapa Gading - North Jakarta. While the subjects or respondents (informants) selected in this study were teachers and parents and students of SMA Negeri 45 who had direct links to the topic, because this research was in the form of case studies, so the related parties were used as respondents. While the data source in this study is the result of in-depth observation activities to get a real picture of the actual situation that occurred at SMA Negeri 45 Jakarta.The results of this study indicate that environmental management to create a Child Friendly School in SMA 45 Jakarta has been in accordance with the components of a child friendly school well, this can be seen from the average value of the statement items on the child friendly school indicators that indicate respondents' answers tend with answers agree and strongly agree so that it has a very good interpretation.
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Apriyanto, Ridwan Eko, Nila Trisna Widya Suszanty, Muh Khamid, and Cepi Safruddin Abdul Jabar. "Analysis Study of the Gaps in Elementary School Personnel Components in Implementing Child-Friendly School Programs." Jurnal Akuntabilitas Manajemen Pendidikan 12, no. 2 (2024): 38–51. https://doi.org/10.21831/jamp.v12i2.71761.
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Elementary school is one of the levels of education in Indonesia where there are quite a lot of cases of bullying/violence within the school environment. The government has attempted to prevent bullying in schools by declaring child-friendly schools. Various efforts have been made by schools so that program implementation can take place as expected. In practice, however, quite a few schools experience irregularities in implementing the programs. This research aims to analyze aspects of elementary school personnel in implementing child-friendly school programs. The research method used in this study is qualitative, with the type of study being a case study. Various data collection techniques, such as interviews, observation, and document analysis, are used. The program has several data sources, including school personnel and relevant documents. Analyzing data involves reducing and searching for subthemes and relationships between subthemes. The research results show a gap in school personnel implementing child-friendly school programs. Some problems exist, including unequal training for school personnel, no workgroup program, and no accompanying counseling staff. It was concluded that implementing child-friendly school programs still requires further improvement and development, especially concerning school personnel.
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Rosyidi, Unifah, and Supadi Supadi. "Child-Friendly School Environment Management in SMA Negeri 45 Jakarta." EDUTEC : Journal of Education And Technology 6, no. 2 (2022): 267–80. http://dx.doi.org/10.29062/edu.v6i2.426.
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This study aims to determine students' views on managing Child-Friendly Schools (SRA) at SMAN 45, Jakarta. This research is narrative qualitative research. The data were obtained through several data collection methods: observation, interviews, and documentation. Data analysis was carried out descriptively to understand the management of Child-Friendly Schools in learning at SMAN 45, Jakarta. The analysis results show that, according to students, the management of Child-Friendly Schools at SMAN 45, Jakarta, still needs to be developed. Learning activities using the principles of Child-Friendly Schools must be implemented appropriately for the convenience of teachers and students. Observations and documentation on the completeness of the existing vehicles and infrastructure at SMAN 45, Jakarta, the learning curriculum, attitudes towards students, and environmental health, need to be developed in such a way as to meet the needs and abilities possessed so that they can support student activities.
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Sunarsi, Dessy, Merry Safarwaty, Daesy Ekayanti, Ekaterina Setyawati, and Ira Mulyati. "IMPLEMENTATION OF THE ESTABLISHMENT A PILOT PROJECT FOR A CHILD-FRIENDLY SCHOOL IN KABUPATEN KAUR BENGKULU." ICCD 1, no. 1 (2018): 56–62. http://dx.doi.org/10.33068/iccd.v1i1.10.
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Child Friendly Schools are schools / madrasas that are safe, clean, healthy, green, inclusive and comfortable for the physical, cognitive and psychosocial development of girls and boys including children who require special education and / or special service education; which openly involves children to participate in all activities, social life, and encourage children's growth and prosperity. The Child Friendly School Program launched by the government aims to improve the mainstreaming of children's rights in Indonesia. In the Province of Begkulu there is no Child Friendly School. Kaur Regency is currently a pilot district for the development of primary and secondary education in the province of Bengkulu. The determination of the pilot project for Child Friendly Schools is conducted by coordinating with the Education and Culture Office of Kaur Regency. For elementary school level, SDN 41 Kaur was chosen, given the school's reputation, strategic location and their readiness to implement this program. For the junior high school level, there were selected 36 PKLK junior high schools (Special Education Special Services). This school is boarding and for 24 hours students are in a school environment, students from disadvantaged groups. This socialization activity uses lecture methods, discussion and film visualization. The lecture method aims to provide a foundation of understanding of child-friendly school programs and discussion methods aimed at perfecting understanding. Film visualization method is given to strengthen the understanding of the community / students in the form of motivational impressions in order to want to implement this program. The output of the activity is the formation of child-friendly pilot elementary and junior high schools and public awareness of the needs of Child Friendly Schools in Kaur District.
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Damayanti, Devi, Mashudi, and Erma Fatmawati. "Implementation of Child-friendly School Incentive Education in Preventing Bullying Behavior among Students." Jurnal Komunikasi Pendidikan 8, no. 2 (2024): 129–40. http://dx.doi.org/10.32585/jurnalkomdik.v8i2.5134.
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ABSTRACT This study aims to explore the implementation of child-friendly schools as an effort to prevent bullying behavior at SD Darus Sholah Jember. The research method used is qualitative with a phenomenological approach. Data collection was done through observation, interview, and documentation. The results showed that the implementation of child-friendly schools at SD Darus Sholah Jember is manifested in various aspects, including the enforcement of discipline without violence, educational affirmation, the search for children who have not been reached by education, commitment to freedom from narcotics, psychotropic substances, and addictive substances, school security from disasters, guaranteeing the protection of students' rights to worship according to their respective religions, and implementing a child-friendly curriculum. The findings confirm the important role of schools as safe, inclusive and supportive environments for children's development. The implications of this study can be used as a basis for developing more effective educational policies and practices in preventing bullying behavior and creating a conducive learning environment for all students. Further research can be in-depth on the factors that influence the successful implementation of child-friendly schools and the evaluation of their impact on students' well-being. Keywords: Child- Friendly School, Incentive education, Preventing bullying
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Rahmad, Rahmad, Nur Inayah Syar, Syahmidi Syahmidi, and Mualimin Mualimin. "Child-Friendly Schools in Primary Education Institutions." Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah 14, no. 2 (2024): 121–34. https://doi.org/10.18592/aladzkapgmi.v14i2.13738.
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This study aims to identify the implementation of five indicators of Child-Friendly Schools at SDN SN Karang Mekar 1, Banjarmasin City. This study's research type is qualitative descriptive research, utilizingmethods such as interviews, observations, and document analysis. This study found that the written policy indicators have been well implemented by declaring a commitment to non-violence and creating a safe student environment. Child-friendly learning processes are implemented with a non-violent and fun approach, supporting an inclusive learning atmosphere. Training for teachers on children's rights has created a school atmosphere that supports students' holistic development. Although school facilities are adequate, improved accessibility for children with special needs is still needed. In addition, students' participation in extracurricular activities is good, but their decision-making involvement still needs improvement. The implications of the findings suggest the need for more robust policies, continuous training, and improved infrastructure and student participation to realize entirely child-friendly schools.
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Rohayati, Dede, Wasliman Wasliman, Hendi Suhendrayana Muchtar, and Waska Warta. "Implementation of Innovative Learning with Child-Friendly School Concept in TK Students." International Journal of Nusantara Islam 9, no. 2 (2021): 454–62. https://doi.org/10.15575/ijni.v9i2.16588.
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This article research is based namely the low implementation of innovative learning with the concept of a child-friendly school. Considering that innovative learning is an integral part of implementing the concept of child-friendly schools which is the responsibility of school principals, teachers and education implementers.The school treats a good attitude towards students by educating children sincerely and with love like their own children; the learning method used is adapted to the needs of kindergarten children, the teaching and learning process is fun; involvement of students in learning, interesting and fun classroom arrangements, as well as a clean, beautiful, safe and orderly school environment, The concept of a child-friendly school, students are more confident in themselves, high intrinsic motivation, students are able and dare to make their own choices, students are responsible responsibility to accept the consequences that accompany their choice, students can adjust to their environment, students are not dependent on others.
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Maria, Elvie, Brilliant Handyman Manalu, Lili Suryati, Andriasan Sudarso, and Hendra Soewarno. "CHILD-FRIENDLY SCHOOLS IN BUILDING GENERATIONS POSITIVE CHARACTER THROUGH CHARACTER TEACHERS." Jurnal Abdisci 2, no. 2 (2024): 58–71. https://doi.org/10.62885/abdisci.v2i2.563.
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By having a positive character, a person will feel his presence in the family, work, and community environment. Students who are the next generation of the nation are formed through the learning process from their families and the surrounding environment, including schools and educators with all their facilities. As educators, teachers are individuals who are sued and imitated, and they play an essential role in building the positive character of students. Child-friendly schools are the government's efforts to support the overall development of children to facilitate the achievement of educational goals and emphasize the importance of a conducive and supportive learning environment to build students' character values so that they have a positive character because they have a positive character is an advantage that is reflected in good nature and attitude, the ability to interact well with anyone, having strong morals, empathy, honesty, kindness, discipline, optimism, resilience, and good self-control. In supporting the government's efforts to create child-friendly schools, the Medan Catholic Education Council-Keusukan Agung has equipped teachers at the kindergarten, elementary, and junior high school levels, participated in child-friendly school seminars, with the theme "building a generation with the positive character through teachers with character", so that teachers realize that they must have a positive character. They can build their students with positive character Because a person's character will be formed through the learning process throughout his life, including in the school environment.
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Pujoko, Dwi Hajar Fitri Astuti, and Nurkolis. "The Implementation Of Child-Friendly School Policies In Elementary Schools." AJIS: Academic Journal of Islamic Studies 10, no. 1 (2025): 167–80. https://doi.org/10.29240/ajis.v10i1.12977.
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This research examines the implementation of the School-Friendly Child (SFC) policy at SD Negeri Sambiroto, a primary school in Rembang, Indonesia. The study aims to evaluate the effectiveness of the SFC policy, focusing on its key components, including child protection, inclusive education, and fostering a positive learning environment. The research employs a qualitative case study approach, using interviews, observations, and document analysis as data collection methods. The findings reveal that while the school has made substantial progress in applying the policy, there are significant challenges regarding resource limitations, teacher preparedness, and resistance to change. The school has tried to engage parents and the local community, which is crucial in ensuring the policy’s success. Key factors for successful implementation include strong leadership, ongoing teacher training, and effective communication among stakeholders. The study also highlights the importance of continuously evaluating and adapting the policy to address emerging challenges. This research provides insights into the practical aspects of implementing child-friendly policies in schools and offers recommendations for improving the quality of education and school management.
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Nashiruddin, Ahmad, and Ari Yuliana. "Implementasi Sekolah Ramah Anak dalam Mewujudkan Nilai-Nilai Karakter Anak Usia Dini di RA Hidayah Tayu Kabupaten Pati." Tinta Emas: Jurnal Pendidikan Islam Anak Usia Dini 1, no. 2 (2022): 89–100. http://dx.doi.org/10.35878/tintaemas.v1i2.503.
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Schools are expected to be able to provide a sense of security, comfort and fun for children, so that the learning process and results are maximized. But the facts on the ground show that students often get pressure and feel uncomfortable when going to school. Inappropriate school conditions and an uncomfortable environment cause children to be vulnerable to violence, both verbal and psychological. The aims of this study are (1) to determine the concept of realizing a child-friendly school based on early childhood character values in RA Hidayah Tayu, Pati Regency, (2) to examine the implementation of child-friendly schools in RA Hidayah Tayu, Pati Regency in realizing the character values of early childhood. This study uses a qualitative approach with a descriptive method. The data sources used are primary data sources and secondary data sources. The data collection used are observation, interview and documentation techniques. Data analysis in this study used data collection, data reduction, data presentation, and drawing conclusions (verification). The results of the study show that RA Hidayah has implemented 4 child-friendly school concepts. The concept of a child-friendly school is carried out with the stages of preparation, planning, implementation and outcome (characterized students). While the implementation towards child-friendly schools is realized by the presence of 4 components, namely protection, care, education and health.
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Darma, Surya, Elfrianto Elfrianto, Lamhot Fernando Sianipar, Mhd Fuad Asbi, and Pesta Natalia. "Implementation of Child Friendly School Governance in Junior High Schools Country 3 Labuhan Deli Satu Atap." Journal Of Education And Teaching Learning (JETL) 5, no. 1 (2023): 91–100. http://dx.doi.org/10.51178/jetl.v5i1.1214.
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The realization of a child-friendly school requires the support of various parties, namely the family and the community, which are indeed the closest educational centers for children. Deli Serdang Regency, child-friendly schools are one of the innovations in formal, non-formal and informal education units that are safe, clean and healthy, care and have a culture of the environment, able to guarantee, fulfill, and respect children's rights and protect children from violence, discrimination, and other abuses and support children's participation, especially in planning, policy, learning, monitoring, and complaint mechanisms related to the fulfillment of rights and protection of children in education. The research was conducted at junior high schools country 3 Labuhan Deli One Roof, Deli Serdang Regency. The research approach is qualitative with a survey method of research indicators. The results of the study concluded: (1) Schools have written commitments regarding child-friendly school policies, but not all of them have been implemented, especially anti-violence policies in the form of official letters from internal schools, (2) Realization of a child-friendly learning process through non-violent discipline enforcement (3) Educators and education staff regularly attend training related to children's rights according to the characteristics of child-friendly schools, (4) School facilities and infrastructure have met safety requirements in terms of both building structures, security systems, lighting and cleaning facilities, (5) Child participation realized through the provision of opportunities to form communities to formulate school policies and regulations, (6) Realization of school cooperation with parents/guardians, community organizations, the business world, alumni and other stakeholders.
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SAIDI, NOVIANTI, Nono Hery Yoenanto, and Nur Ainy Fardana Nawangsari. "Implementation of child-friendly schools (SRA) in inclusive schools: A literature review." Psikologia: Jurnal Pemikiran dan Penelitian Psikologi 19, no. 1 (2024): 57–66. http://dx.doi.org/10.32734/psikologia.v19i1.15287.
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Several schools in Indonesia organized inclusive schools to create a comfortable school environment for children, and a child-friendly school program (SRA) was established. This study aims to identify the successful implementation of SRA in inclusive schools. The research method used was a systematic literature review (SLR) with the stages of PICO formation, language terminology, inclusion and exclusion criteria, and PRISMA 2020 to search and filter literature according to the inclusion criteria. This study's results show that several main factors, such as bureaucracy, curriculum suitability, teacher competence and mastery, and adequate school facilities and infrastructure, can help realize the success of SRA in inclusive schools.
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Pratama, Ayu. "Strengthening The Character of Global Diversity Through Child-friendly School Programs by Utilizing 5S (Smile, Greetings, Greetings, Politeness, Courtesy) in the Regional Coordinator for Education, South Cilacap District." Proceedings of the 1st International Conference on Social Science (ICSS) 3, no. 1 (2024): 142–50. http://dx.doi.org/10.59188/icss.v3i1.178.
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This study aims to analyze the strengthening of Global Diversity through the Child-friendly School Program utilizing the 5S culture (Smile, Greeting, Salutation, Politeness, Courtesy) at SD KorwilBiddik South Cilacap, and to describe the supporting and inhibiting factors of learning to strengthen Global Diversity through this program in the South CilacapBiddik Regional Council. Using a descriptive qualitative research approach, the study focuses on students, teachers, and elementary school principals in both public and private schools in the region, particularly on the implementation of child-friendly schools through the 5S culture to enhance the character of global diversity among students. The findings reveal that schools in the South CilacapBiddik Regional Council have effectively implemented child-friendly school policies and integrated the 5S program into daily school activities. The supporting factors include school policies, teachers, the school environment, parents, supportive subject matter, and adequate facilities and infrastructure. However, there are inhibiting factors such as inconsistencies among school residents in implementing the program, the diversity of student characteristics, and differing habits of students at school and at home. Despite these challenges, the 5S program has been well-implemented daily, fostering respectful and friendly behavior towards teachers and peers, thereby enhancing students' global diversity character.
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Nafisa, Dinna, Mokhamad Syaom Barliana, and Fauzi Rahmannullah. "Evaluation of The Facilities and Infrastructure in UPI Kindergarten Lab School based on The Principles of Child-Friendly School Design." Jurnal Ilmiah Pendidikan Teknik dan Kejuruan 15, no. 2 (2022): 118. http://dx.doi.org/10.20961/jiptek.v15i2.67728.
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<p><span>This study aims to describe the criteria for the principles of child-friendly school design in the kindergarten environment, explain the condition of the facilities and infrastructure in the UPI Kindergarten Lab School, and the suitability of the facilities and infrastructure owned by the UPI Kindergarten Lab School with the principles of child-friendly school design. This uses a quantitative approach with a descriptive-evaluative method. Data collection techniques are in the form of observation and documentation. The research results related to the criteria for the principles of child-friendly school design in the kindergarten environment are known to have five aspects: security, health, comfort, safety, and convenience. The results of evaluating the suitability between the facilities and infrastructure of the UPI Kindergarten Lab School with the principles of child-friendly school design are 72.66% with good assessment criteria. The most superior and appropriate assessment is found in the assessment of health requirements and is less suitable for safety requirements.</span></p>
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Pada, DM, B. Sakina, and JF Bobby Saragih. "Implementation of Child-Friendly School Concept in Elementary School as Early Education Environment." IOP Conference Series: Earth and Environmental Science 794, no. 1 (2021): 012209. http://dx.doi.org/10.1088/1755-1315/794/1/012209.
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., Salamah, Yuli Kurniawati Sugiyo Pranoto, and Tri Suminar. "Evaluation of a Child-Friendly School Program in Developing Peace Education at KB Joglo Pati." International Journal of Research and Review 11, no. 10 (2024): 255–66. http://dx.doi.org/10.52403/ijrr.20241023.
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The purpose of this study was to evaluate the child-friendly school program in developing peace education at KB Joglo Pati. The evaluation model used is CIPP (Context, Input, Process, Product). Qualitative methods were used in the evaluation research. Data were collected through interviews, observations and documentation at KB Joglo Pati. The research results obtained are: (1) The implementation of the child-friendly school program is carried out in accordance with the current needs, namely to prevent violence and discrimination against children at school and in the community. (2) The child-friendly school program in KB Joglo already has good facilities and infrastructure, human resources and financial resources to support the implementation of a child-friendly school program by developing peaceful education. (3) The learning process is interactive, inspiring, and fun, inviting students to actively participate, and learning is tailored to the interests, talents, and psychological development of students by using the regenerative peace and justice curriculum. (4) The results of the implementation of the program are quite good and have shown the principles of child-friendly schools with peace education through habituation of students' attitudes or behavior. The findings of this study are important for children to learn non-aggressive education towards problems as an alternative experience to fighting, and to develop peaceful education while creating a safe and peaceful learning environment so that children are happy and fulfill their potential. Keywords: evaluation, CIPP, child-friendly school, Peace Education
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Dewi, Anak Agung Istri Ari Atu. "Perlindungan Hak Anak: Upaya Pencegahan Kekerasan Anak Melalui Kebijakan Sekolah Ramah Anak." Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan 7, no. 3 (2022): 645. http://dx.doi.org/10.17977/um019v7i3p645-653.
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This study aimed to analyze the setting of childfriendly schools to prevent child violence and the standardsetting model for child-friendly schools to protect children’s rights. This study used normative legal research with statutory regulations, concept approaches, and analytical approaches. Collection of secondary legal materials used document study techniques. The data that had been obtained was analyzed using an interpretation technique, namely legal hermeneutics. The study results showed that child-friendly schools were indicators of child-friendly district or city development by the Regulation of the Minister of Women’s Empowerment and Child Protection Number 11 of 2011 to protect children’s rights from violence in the educational environment. The standardization of child-friendly school development based on the Minister of Women’s Empowerment and Child Protection Regulation Number 8 of 2014 required essential components, including policies, curriculum implementation, educators and education personnel trained in children’s rights, child-friendly learning processes, child-friendly facilities and infrastructure, child participation, as well as the involvement of parents, alumni, community organizations, and the business world.
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Torro, Supriadi, Dyan Paramitha Darmayanti, and Nurmagfirah Nurmagfirah. "PENGARUH SEKOLAH RAMAH ANAK TERHADAP PERILAKU ASOSIAL." Social Landscape Journal 3, no. 3 (2022): 121. http://dx.doi.org/10.56680/slj.v3i3.39352.
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This study aims to determine 1) the description of the implementation of child-friendly schools, 2) the effect of child-friendly school programs on ansocial behavior. This type of research is quantitative with a population of 361 people. The research sample was taken using a random sampling technique with a total sample of 41 people. Data collection is done through questionnaires and documentation. Data analysis using descriptive and inferential techniques using SPSS version 24. The results of the study show that the friendly school program has provided space for students to avoid violence at school. This can be seen in the availability of shared reading rooms, open play areas. In addition, the research results also illustrate that variable X (child-friendly school programs) has a significant and very strong influence on variable Y (ansocial behavior). This is indicated by a significance value of 0.002 <0.05, meaning that there is a significant relationship and a coefficient value of 0.838 which indicates a very strong relationship. In addition, for variable X, the tcount value is 1.748. Where the number is > 1.685 then H0 is rejected and H1 is accepted. Programs from child-friendly schools that support extracurricular activities can attract students to actively participate in positive activities carried out by the school. So as to minimize the occurrence of anti-social actions, violence or bullying in the school environment, because students will be preoccupied with activities that simultaneously stimulate high social values.
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Abidin, Zainal, Imaduddin Imaduddin, and Akhmad Fauzi Hamzah. "Manajemen Pendidikan Ramah Anak dalam Lembaga Pendidikan Islam." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 3, no. 3 (2022): 1055–62. http://dx.doi.org/10.62775/edukasia.v3i3.271.
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Child-friendly education is an educational model that aims to fulfill the rights of the child by providing a comfortable, safe and enjoyable learning environment for both students and teachers. In addition, it enables the participants to learn independently. Because all rules created by educational institutions must include student participation. This context relates to both the students' freedom to express their ideas and the participants' freedom to reach their full potential. This study uses a library-based research methodology using books and scholarly articles on child-friendly schools. The aim of this study is to describe child-friendly education in Islamic educational institutions. In order to realize child-friendly education in educational institutions, we must first develop some components, including the child-friendly school policy. Educators and educational staff are aware of children's rights, child-friendly teaching and learning processes, non-violent discipline and child-safe facilities and infrastructure.
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Apri Winge Adindo and Ama Farida Sari. "Strategy and Impact of Child-Friendly School Implementation at SDN 1 Kleco." IJGIE (International Journal of Graduate of Islamic Education) 6, no. 1 (2025): 156–67. https://doi.org/10.37567/ijgie.v6i1.3737.
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This study aims to explore the implementation of Child-Friendly Schools in education at SDN 1 Kleco, focusing on policy aspects, challenges faced, and their impact on the student learning environment. This study uses a qualitative approach with a case study method that involves interviews, observations, and documentation to collect data from school principals, teachers, students, and parents. The results show that although SDN 1 Kleco has implemented the principles of child-friendly schooling, there are still significant challenges, such as limited physical facilities and varying understandings among educators regarding this approach. However, the implementation has positively impacted students' motivation and learning comfort, increasing positive interaction between teachers and students and encouraging better student character development. This research also identifies the importance of parental and community support in strengthening the sustainability of child-friendly school programs. Thus, this research contributes to the development of more inclusive and child-friendly education policies and provides recommendations for improving facilities and more intensive teacher training.
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Supriyono, Eko, Siti Nurhajah, Eka Ratnawati, Djohar Munfa'atin, and Maman Herman. "Organizational Culture and Child-Friendly Schools: Insights for Early Childhood Education." Al-Tanzim: Jurnal Manajemen Pendidikan Islam 8, no. 3 (2024): 846–58. http://dx.doi.org/10.33650/al-tanzim.v8i3.8754.
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This study explores how a conducive learning environment in P.A.U.D. affects early childhood development and public trust in schools. This study aims to identify critical factors that create a positive learning environment and provide practical recommendations for educators and policymakers. This study uses a qualitative approach with a case study method, where data are collected through in-depth interviews, observations, and documentation. The data obtained are analyzed using Milles and Huberman’s interactive analysis technique, which involves the process of data reduction, data presentation, and conclusion. The analysis results show that collaboration between teachers, staff, parents, and children is essential in building a supportive learning atmosphere and increasing parental trust in the quality of education. Emotional support from teachers and the active participation of parents in school activities have proven crucial in creating a conducive environment. The conclusion of this study confirms that a conducive learning environment not only increases children’s motivation and achievement but also strengthens the relationship between schools and the community. The main contribution of this study is to provide an effective strategy for developing collaboration between schools, parents, and the community to create an optimal learning environment.
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Yulianto, Agus. "Pendidikan Ramah Anak Studi Kasus SDIT Nur Hidayah Surakarta." At-Tarbawi: Jurnal Kajian Kependidikan Islam 1, no. 2 (2016): 137. http://dx.doi.org/10.22515/attarbawi.v1i2.192.
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Child-friendly education model will create students who not only intellectually intelligent but also spiritually intelligent. Unfortunately, theschool has not been a child-friendly environment. Students often experience bully from their friends or abuse from their teachers or another party in school. The objective of this research is to describe the implementation of child-friendly education on students of Class VB SDIT Nur Hidayah Surakarta. This research was conducted by aqualitative descriptive method with a case study approach. The subject of the study were teachers and students of that class. While other teachers, staffs, securities, and headmaster were the informant. Data was collected by observation, interview, and documentation; applying data and method triangulation. Data was analyzed using interactive analysis model. In achild-friendy education environment, students are treated as the object of education but as the subject instead. They are free to learn and to create under conducive environment. Child-friendly education in SDIT Nur Hidayah Surakarta includes: physically friendly, nonphysically-friendly, in-class learning, and out-class learning.Keywords: Education, child-friendlyeducation, child-friendly environment.
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Nugraha, Putu Gede Wahyu Satya, Nyoman Ratih Prabandari, Made Mas Surya Wiguna, et al. "Contextual Approach in Designing Informal School for Children in Tulamben Village, Karangasem Collaboration of Warmadewa Architecture-Journeyman International-Suwandi Foundation." Lentera Karya Edukasi 3, no. 1 (2023): 9–20. http://dx.doi.org/10.17509/lekaedu.v3i1.58644.
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Informal school in Tulamben Village, Karangasem by Warmadewa Architecture-Power of Experience-Humanity Projects, The Journeyman International, and Suwandi Foundation use Contextual Approach on the design and build process. This Project aims to help the community in Tulamben provide an informal school with Contextual approach and child friendly design. This approach was applied by using the local material, community support on the building process, open plan layouting, maximizing air circulation and natural lighting, and environment and child friendly. This collaboration focuses on safety and children's spatial needs as users. The results of these activities are Informal School design works and the constructed building with children and environment-friendly approach. The design and construction of an informal school for children in Tulamben Village only pays attention to target users and adjustments to the surrounding environment, and has not considered the wider community aspect yet.
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Khurliyah, Fira, Mardhatillah Mardhatillah, and Oktaviani Adhi Suciptaningsih. "TRANSFORMASI SDN WEDORO II MENUJU ZONA BEBAS BULLYING MELALUI PENDEKATAN SEKOLAH RAMAH ANAK." JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar 11, no. 1 (2025): 252–69. https://doi.org/10.31932/jpdp.v11i1.4333.
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This study aims to identify and analyze the transformation of SDN Wedoro II into a bullying-free zone through the Child-Friendly School approach. The research method used is qualitative with a case study approach. The research subjects consisted of 89 students, 12 teachers and staff, and 30 parents at SDN Wedoro II. Data collection tools included interviews, observations, and questionnaires. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. The results show that the implementation of the Child-Friendly School approach has significantly contributed to reducing bullying cases at the school. There has been an increased awareness of the importance of a safe and comfortable environment for all students. In addition, the active participation of all parties, including parents, in school programs has proven effective in fostering a positive school culture. Thus, the transformation of SDN Wedoro II into a bullying-free zone can serve as a reference for other schools in their efforts to create a better educational environment.
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Somariah, Fitriani, Istaryatiningtias, and Qodariah Lelly. "A child-friendly school: How the school implements the model." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (2021): 273–84. https://doi.org/10.11591/ijere.v10i1.20765.
Full textAbstract:
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School of Ragunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multistake holders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
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Hasanah, Uswatun, Wulan Fauzia, Angggar Kaswati, Supriati Hardi Rahayu, and Rohil Zilfa. "Kelengkapan Sarana Prasarana Pada Kelompok Bermain Menuju Lingkungan Ramah Anak." Asas Wa Tandhim: Jurnal Hukum, Pendidikan Dan Sosial Keagamaan 3, no. 1 (2024): 57–70. http://dx.doi.org/10.47200/awtjhpsa.v3i1.2234.
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Exploring the implementation of an early childhood friendly school environment at the al-Husan KB is the main priority in this research. This research uses descriptive qualitative methods by means of observation, interviews, documentation, and data triangulation as data collection techniques. The results are: 1) Al-Husna's child-friendly environment is able to provide facilities and infrastructure that can meet the needs of children to grow and develop without any obstacles, feeling safe and comfortable. A child-friendly environment is a place that can support children's rights being fulfilled without any obstacles or threats. The inhibiting factor for its implementation is that parental intervention, which is allowed to wait in the school environment, means that children often have difficulty moving around to play at the yard.
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Widiansyah, Apriyanti, Rahmat Saputra, and Fifit Fitriansyah. "Sosialisasi dan Advokasi Pemenuhan Hak-Hak Anak melalui Sekolah Ramah Anak di SDN Setiajaya 02 Cabang Bungin Bekasi." JURNAL KREATIVITAS PENGABDIAN KEPADA MASYARAKAT (PKM) 5, no. 10 (2022): 3334–53. http://dx.doi.org/10.33024/jkpm.v5i10.7241.
Full textAbstract:
ABSTRAK Dalam upaya menciptakan lingkungan sekolah ramah anak sebagai tempat belajar siswa di mana sekolah dapat memberikan rasa aman dan nyaman, menyenangkan dan sehat, tentu akan membuat anak kerasan di sekolah belajar dengan tenang. Mengingat beberapa waktu belakangan ini, banyak kasus kekerasan baik verbal maupun fisik terjadi pada anak di lingkungan sekolah, hal ini tentu saja menjadi kekhawatiran serius yang perlu segera diselesaikan dengan baik. Tujuan dari kegiatan ini adalah guna memberikan edukasi kepada guru dan masyarakat terkait bagaimana pelaksanaan sekolah ramah anak melalui kegiatan sosialisasi dan advokasi pemenuhan hak-hak anak melalui sekolah ramah anak. Metode dilakukan dengan memberikan penyuluhan dan simulasi kepada guru dan orang tua di SDN SETIAJAYA 02 Cabang Bungin Bekasi. Hasil dari kegiatan pengabdian masyarakat ini adalah dapat memberikan gambaran konseptual terkait Pemenuhan Hak-Hak Anak Melalui Sekolah Ramah Anak di SDN SETIAJAYA 02 Cabang Bungin Bekasi; memberikan gambaran teknis memahami permasalahan Pemenuhan Hak-Hak Anak Melalui Sekolah Ramah Anak di SDN SETIAJAYA 02 Cabang Bungin Bekasi; serta sebagai upaya solusi permasalahan para guru dalam mengatasi Pemenuhan Hak-Hak Anak Melalui Sekolah Ramah Anak di SDN SETIAJAYA 02 Cabang Bungin Bekasi. Kata Kunci: Sosialisasi, Advokasi, Sekolah Ramah Anak. ABSTRACT In an effort to create a child-friendly school environment as a place for student learning where schools can provide a sense of security and comfort, fun and health, it will certainly make children feel at home in school to study quietly. Given that recently, many cases of verbal and physical violence have occurred in the school environment, this is of course a serious matter that needs to be resolved immediately. The purpose of this activity is to provide education to teachers and the community regarding how to implement child-friendly schools through socialization and fulfillment of children's rights through child-friendly schools. The method is carried out by providing counseling and simulations to teachers and parents at SDN SETIAJAYA 02 Cabang Bungin Bekasi. The results of this community service activity are able to provide a conceptual picture related to the Fulfillment of Children's Rights through Child Friendly Schools at SDN SETIAJAYA 02 Cabang Bungin Bekasi; Technical description of understanding the problem of Fulfilling Children's Rights Through Child Friendly Schools at SDN SETIAJAYA 02 Cabang Bungin Bekasi, as well as an effort to solve the problems of teachers in overcoming the Fulfillment of Children's Rights through Child Friendly Schools at SDN SETIAJAYA 02 Cabang Bungin Bekasi. Keywords: Socialization, Advocacy, Child Friendly Schools.