Abstract
This study aims to look at how to evaluate child-friendly school policies in the city of Depok, Indonesia. This study used qualitative evaluation research methods. Data analysis techniques using observation, interviews, and documentation. This study looks at the antecedents, transactions, and outcomes of child-friendly schools in the city of Depok, Indonesia. The respondents in this study were the Depok City Education Office, school principals, and community leaders. Thus the child-friendly school in Depok City has been realized culturally and naturally, not the result of program intervention.
Highlights
The main function of education is to develop capabilities and shape the character and civilization of a dignified nation in the context of intellectual life of the nation
Getting educational services is a basic right of every Indonesian citizen
Depok City has a strong legal basis, in which the national regulation Law Number 35 of 2014 which amended Law Number 23 of 2002 concerning Child Protection is based and made the basis refer to the Decree of the Depok City Education Office and the Office of Child Protection and Community and Family Empowerment in making policies on Child-Friendly Schools in Depok City
Summary
The main function of education is to develop capabilities and shape the character and civilization of a dignified nation in the context of intellectual life of the nation. The main goal of education is to develop the potential of students to become human beings who believe in and be devoted to God Almighty, have good character, be healthy, knowledgeable, capable, creative, independent and become democratic and responsible citizens. Every Indonesian citizen has the right to receive education in accordance with their interests and talents regardless of social status, economic status, ethnicity, ethnicity, religion, and gender (Rifa'i, 2019). According to Engkoswara (2002) schools are educational institutions that are held in a very organized time, very rich and systematic programs, carried out by professional education staff in their fields and equipped with adequate facilities. According to Uhar (2010), the school is an organized educational institution with a clear system and the role diffraction with various facilities provided for its activities. Wayne (2014) calls it concretely the culture and climate of the school in the form, ceremony, character of one school with another school, communication system, its own uniqueness at school
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