Implementation of Child-Friendly School Environments at SMPN 6 Kandis, Siak Regency, Riau

Abstract

The Government establishment of Child-Friendly Schools (CFS) enables the protection of children’s rights in the educational setting. Education institutions are required by CFS to provide protection, security, and comfort for students while they are enrolled in the institution. An examination of the CFS program’s implementation and its integration with the Environmental Literacy (Adiwiyata) and Mover School (a project to strengthen the profile of Pancasila students) Programs were conducted at SMPN 6 Kandis in Siak Regency, Riau. This study used observation sheets and interviews to obtain primary and secondary data at SMPN 6 Kandis. The observed implementation criteria consisted of younger siblings’ treatment of all students, a learning process that facilitated active learning, the learning process was supported by teaching media in the form of real, print, and electronic media, student involvement in intra- and extra-curricular activities, conducive class arrangement with a literacy corner and structuring the classroom environment with Information and Education Communication (IEC). Based on the requirements for the Child-Friendly School program’s implementation, data were analyzed descriptively. The study’s findings demonstrated that the CFS program at SMPN 6 Kandis in Siak Regency, Riau Province, has been effectively implemented. The implementation of the CFS program at SMPN 6 Kandis can also be seen from the implementation of the Adiwiyata (Environmental Literacy) and Mover School (a project to strengthen the profile of Pancasila students) programs. CFS is expected to be a manifestation of the convention rights of children in pursuing education. Keywords: Child-Friendly School, Children’s rights, Environmental Literacy Program, Mover School Program