Child-friendly School Research Articles

Challenges of implementing child-friendly school model in Surakarta, Indonesia

<span lang="EN-US">Indonesia adopted the UNICEF’s child-friendly school (CFS) model as the attempt protection and fulfillment of children’s rights in education. The top-down implementation of child-friendly schools and bureaucratic imperatives have made many schools not ready to implement the model so the child-friendly school program is still far from expectations and reality. Many interests in the implementation of child-friendly schools make students vulnerable to being the victims of education political policies. This article aims to explain school challenges in child-friendly school implementation. Qualitative method with case study approach used through observations, interviews, and focus group discussions at three senior high schools in Surakarta City, Indonesia. The results show that the challenges of implementing child-friendly schools lead to three things, namely mentoring and sustainability, technical implementation, and evaluation mechanism. The simultaneous CFS declarations have not been adapted to the readiness, willingness, and needs of each school. Fulfilling the challenges of implementation is able to make CFS not just a slogan but a school’s need to provide protection and fulfillment of children’s rights.</span>

Implementation of Gender and Ecology Mainstreaming Policies at Sekolah Penggerak and Eco Green Schools in Surabaya: Ecofeminism Study

This research aims to discuss the implementation of gender and ecology mainstreaming policies in Sekolah penggerak in elementary schools and eco-green schools in Surabaya through an ecofeminist approach. This research uses a qualitative multi-case study approach, with the research subjects being four schools, namely SD Negeri 2 Benowo, SD Muhammadiyah 4 Surabaya, SD Al Khairiyah Surabaya, and SD Kristen Kalam Kudus Surabaya. The research results show that schools with the Adiwiyata or similar labels can better implement ecological awareness programs such as green and eco-green schools. They adopt programs such as hydroponics, recycling, and zero-waste healthy canteens and integrate them into the curriculum with relevant themes. Apart from that, these schools also apply the principles of gender-oriented, child-friendly schools. This research examines how gender mainstreaming and ecology are practised in schools. Both in the form of policies, learning design and related infrastructure. The results of this research illustrate that although there has been progress in implementing gender mainstreaming and ecology policies in schools, further efforts are still needed to increase students' understanding and awareness of these issues. In some aspects, gender and ecological approaches still seem symbolic and insubstantial.

Development and validation of Child-Friendly School Environment Questionnaire from Chinese culture

In the context of building Child-Friendly Cities in China, child-friendly school environments are considered as having a profound impact on children’s development and growth. This study presents the development and validation of the Child-Friendly School Environment Questionnaire for assessing a child-friendly school environment. Utilizing open-ended questions and interviews, an initial questionnaire on the child-friendly school environment was compiled. An exploratory factor analysis of the preliminary test results with 696 primary school children in grades three to six was conducted to refine the questionnaire into a formal 19-item questionnaire. Subsequently, a confirmatory factor analysis was performed to analyze the evaluation results of 807 primary school children in grades three to six. The results indicated that a child-friendly school environment is a multi-dimensional construct encompassing Environment Friendly, Teaching Friendly, Peer Friendly, and Children Participation, with good reliability and validity. The promising outcomes of this study suggest that the Child-Friendly School Environment Questionnaire can be widely used as a powerful evaluation tool for the child-friendly school education practice in the future.

Relationship Analysis of Teacher’s Pedagogic Competence and Social Competence in Using the Disability Friendly School (DFS) Model to the Quality of Learning in the Inclusion Early Childhood SKB Kota Pekanbaru

The purpose of this study was to determine the relationship between pedagogic competence and social competence of teachers in using the Disability Friendly School Model on the Learning Quality of the Inclusion Early Childhood SKB Kota Pekanbaru. The method used is a quantitative method. The data collection technique was carried out using a questionnaire. The results of the questionnaire were then analyzed using correlation nonparametric analysis to determine the positive and significant relationship between variables. The main finding of this study (1) Pedagogic Competence does not have a positive and significant relationship to the Quality of Learning, (2) Social Competence has a positive and significant relationship to the Learning Quality, (3) Pedagogic Competence and Social Competence have a positive and significant relationship to the Learning Quality of The Inclusive Early Childhood of SKB Kota Pekanbaru. Novelty of this study This is the first study used to test the DFS Model teachers at SKB Pekanbaru City. DFS is an alternative model of child-friendly schools for children with disabilities that have been developed since 2022.

Why Does Anti-Bullying Child-Friendly School Program Matter? A Study of Junior High Schools in Indonesia

Schools should be able to create an inclusive, safe, and supportive learning environment, as outlined in the United Nations (UN) Sustainable Development Goals (SDGs). These goals have been translated into policies and implemented through a Child-Friendly School (CFS) program in UN member countries. This study examines how the CFS program is implemented in one UN member country, specifically in Indonesia, particularly in Junior High Schools in the city of Semarang. This research employs a qualitative exploratory method conducted through interviews, focus group discussions, and observations with various participants, including school principals, educators, education staff, students, and parents in eight schools, CFS facilitators, school supervisory coordinators, and education department officials. The study results identified several CFS program concepts, which were grouped into six dimensions such as first, the CFS policy dimension; second, the dimension of trained educators and education staff on children's rights; third, the dimension of CFS learning process implementation; fourth, the dimension of CFS facilities and resources; fifth, the dimension of children's participation; and sixth, the dimension of parent, alumni, community organization, and business world participation. The findings of this study are expected to make a significant contribution in the form of CFS programs in Indonesian junior high schools, creating inclusive schools that prioritize equality values in achieving academic success. Additionally, these research results can serve as a reference for the goverment in optimizing the development of CFS programs in schools. Furthermore, this study can contribute to the body of knowledge, especially in the field of inclusive education.
 
 Received: 8 September 2023 / Accepted: 22 October 2023 / Published: 5 November 2023

Peran Guru Pendidikan Agama Islam pada Sekolah Ramah Anak di SMP Negeri 22 Padang

This research aims to describe the role of Islamic religious education teachers in realizing child-friendly schools (CFS) at SMP Negeri 22 Padang. The research method used in the research is qualitative with descriptive research type. Data collection techniques use observation, interviews and documentation. The research subjects were students, Islamic religious education teachers, and the principal of SMP Negeri 22 Padang. Based on the research results, it can be concluded that in creating a child-friendly school at SMP Negeri 22 Padang, Islamic religious education teachers have several roles as follows: the role of teacher as motivator, teacher as facilitator, teacher as advisor, teacher as guide.

Influence of School Physical Facilities on Academic Self-Concept in Informal Settlements in Kenya

The school environment plays a crucial role in shaping the academic self-concept of primary school learners. This study aimed to assess the influence of school physical facilities on the development of academic self-concept among the 9,536 primary school pupils in Kibra Sub-County, Nairobi. Bronfenbrenner's ecological systems theory provided the underpinning for this research. Employing a descriptive survey design, data was collected from a sample of 385 respondents selected through stratified and purposive sampling techniques. Questionnaires were used for learners in Class VII, while interviews were conducted with 35 head teachers and 35 teacher-counsellors. The study revealed that academic self-concept among pupils in informal settlement primary schools is adversely affected by inadequate physical facilities. Statistical analysis using SPSS 23 showed a Pearson's Product Moment Correlation coefficient (r = 0.728; p < 0.05) at the 0.05 level of significance, demonstrating a high degree of internal dependability in the collected data. In conclusion, the study highlights the detrimental impact of inadequate school physical facilities on the academic self-concept of learners in informal settlement primary schools. The findings offer valuable insights for the Ministry of Education to enhance the learning environment and enforce policies to create a child-friendly school environment.

Evaluasi Implementasi Sekolah Ramah Anak Menggunakan Pathway Comparison Model

This study evaluates the implementation of the Child Friendly School (CFS) program at SMPN 2 Kota Ternate, focusing on analyzing the components of CFS. It employs a qualitative descriptive approach using the Pathway Comparison Model by Kaufman (1990) for evaluation. Data collection techniques include in-depth interviews, observations, and the collection of documentary evidence. The evaluation results indicate that the school has implemented the CFS program with various efforts, such as creating a safe and inclusive learning environment and providing training on children's rights to the educational staff. However, there are several aspects that still require improvement, including the cleanliness of school facilities and the conditions of specific classrooms. Recommendations for improvement encompass strengthening training on children's rights, enhancing the cleanliness of school facilities, renovating classrooms and increasing monitoring and evaluation of the CFS program. The participation of students, parents, and alumni should continue to be promoted through organizations, social media, and regular meetings to support the CFS program.

TEACHER’S STRATEGY IN PREVENTING ACTS OF VIOLENCE THROUGH THE CHILD-FRIENDLY SCHOOL PROGRAM

Although regulations regarding child-friendly school policies have been made by the government since 2014. However, the reality is that we often find cases of violence against children in educational institutions covered by social media. Cases of violence that often occur in educational institutions include physical violence, sexual violence, and psychological violence. In this study, researchers were very interested and wanted to research teacher strategies for preventing acts of violence through child-friendly school programs. This aims to map teacher strategies from the results of research on child-friendly schools that have been conducted by several previous researchers. This study uses a qualitative approach with the method of a literature review or literature study. It is hoped that the results of this strategy mapping can be put to good use in the future by educational institutions in Indonesia to implement a child-friendly school program. The results of the study show that educational institutions that have implemented a child-friendly school program have tried to follow the rules by the six standard indicators set by the government. Teachers are required to carry out fun learning, invite students to actively participate, also provide more educational punishments if students make mistakes. Several educational institutions are also innovating by creating literacy activities, clean Fridays, strengthening character education, creating educational content for children through social media, and providing counseling services that students and parents can access.

Manajemen Program Inovasi Pembiasaan Kemampuan Sosial Emosional Anak Usia Dini di RA An Nur Plus Jetis Mojokerto

Based on the research results, it was found that: 1) The implementation of the SRA program policy at MAN 1 Gresik takes place in a Bottom Up manner based on the principles of child-friendly schools, namely non-discrimination, the best interests of children, non-violence, and respect for children by integrating several existing programs such as adiwiyata school programs, population alert schools (SSK), safe schools, inclusive schools, BPOM school snacks, UKS, Gerakan Ayo Membangun Madrasah (GERRAM). 2) Implementation of child-friendly school management begins with the planning stage and analysis of the situation and conditions, organizing and forming a team according to ability, implementing the principal's program as a role model, and evaluation is carried out directly and indirectly for 3 months once and once a year is done programmatically. 3) The implications of the SRA program are very positive for all school community members, the school environment, so that character, communication, and cooperation are well formed so that it becomes an educational institution categorized as BARIISAN (clean, safe, friendly, beautiful, inclusive, healthy, beautiful and comfortable) The creation of positive discipline which is the development of discipline and has a lot of achievements both academically and non-academically, the proof is that 105 out of 382 class XII students in 2023 have been accepted at PTN through the SBMPTN route, MAN 1 Gresik also won the title as the 2nd place in the Population Alert School at the East Java level.

Implementation Of Fulfillment Of Children's Rights And Protection At The Child-Friendly School Of Sd Muhammadiyah 1 Ngawi

The purpose of writing is to find out what the implementation of the fulfillment of the right to justice and protection in SD Muhammadiyah 1 ngawi is like. This research uses a case study approach with the type of empirical juridical legal research. The school is a place for the implementation of the right to education of Indonesian citizens. The right to education is a constitutional mandate, and schools are also part of fulfilling children's rights based on Law Number 39 of 1999 concerning Human Rights and Law Number 23 of 2002 concerning Child Protection. Even so, cases of violence in the educational environment still occur frequently and tarnish the image of the world of education. Discrimination, bullying, and lack of protection for students are the main causes. The application of the right to justice and protection in schools can work well if all parties concerned are aware of the importance of these rights, especially in elementary schools. The child-friendly School Program involves 12 ministries, institutions, and foundations related to child welfare. The aim is to fulfill, guarantee, and protect children's rights, develop their interests, talents, and abilities, and prepare them to become an emotionally and spiritually intelligent generation

Kemampuan Manajerial Kepala Sekolah Dalam Mengimplementasikan Program Sekolah Ramah Anak di MAN 1 Gresik

Based on the research results, it was found that: 1) The implementation of the SRA program policy at MAN 1 Gresik takes place in a Bottom Up manner based on the principles of child-friendly schools, namely non-discrimination, the best interests of children, non-violence, and respect for children by integrating several existing programs such as adiwiyata school programs, population alert schools (SSK), safe schools, inclusive schools, BPOM school snacks, UKS, Gerakan Ayo Membangun Madrasah (GERRAM). 2) Implementation of child-friendly school management begins with the planning stage and analysis of the situation and conditions, organizing and forming a team according to ability, implementing the principal's program as a role model, and evaluation is carried out directly and indirectly for 3 months once and once a year is done programmatically. 3) The implications of the SRA program are very positive for all school community members, the school environment, so that character, communication, and cooperation are well formed so that it becomes an educational institution categorized as BARIISAN (clean, safe, friendly, beautiful, inclusive, healthy, beautiful and comfortable) The creation of positive discipline which is the development of discipline and has a lot of achievements both academically and non-academically, the proof is that 105 out of 382 class XII students in 2023 have been accepted at PTN through the SBMPTN route, MAN 1 Gresik also won the title as the 2nd place in the Population Alert School at the East Java level.

Analysis of Child-Friendly School Strategies to Prevent Bullying at Elementary Schools

Bullying is aggressive behavior that affects children’s social development. The number of bullying cases in Indonesia shows that schools as educational institutions have not been able to provide optimal protection for students. A child-friendly school model is expected to reduce bullying at schools in Indonesia. This research aimed to analyze child-friendly school strategies to reduce bullying at elementary schools. It used a qualitative approach with descriptive analysis whose instrument adopted a child-friendly school model developed by UNICEF. The data were collected through interviews, observation, and documentation. There are 73 participants in this research, including the headmaster, teachers, students and parents chosen by random sampling technique. The technique for data analysis included data condensation, data display, and drawing conclusions. The results showed that child-friendly school efforts to reduce bullying included several aspects that adapted to the model developed by UNICEF. The strategies applied to reduce bullying were through life skills-based learning activities (public speaking and gardening) and character-based learning activities (reciting the Qur'an and praying in congregation). In conclusion, the strategies of a child-friendly school in anticipating bullying in elementary school can be done by developing life skill education and various character based learning activities.

Role of Youth in Education and its Impact on Development in District Doda, Jammu and Kashmir

The mountainous region of India has been at the mercy of political turmoil for years, and on-going conflicts have limited access to quality learning environments. Without proper access to education and resources, many of Doda District's youth are unable to reach their fullest potential or even participate in basic levels of development. In this , we're exploring the impact of education on youth and development in Doda District, Jammu and Kashmir. We're going to uncover how lack of education has impacted the region's economic and social growth while examining current initiatives that are creating change. The on the title focuses on how to improve the development and participation of youth in the field of education. There are so many challenges faced by the people in the area in the shape of terrorism that stops the youth’s participation in the system of education and development that is why we need to protect both the development and education so we can get the peace, prosperity, brotherhood, harmony, tolerance and defence. It is the education through which we gain peace that leads to development and awareness of the positivity. The government has also introduced the New Education Policy Model which is a curriculum-based educational programmed for the betterment of children. This programmed focuses on developing the cognitive, physical and social skills of children. The region has also developed a Child Friendly School (CFS) concept, which seeks to provide quality education to children from lower-income families. CFSs are supported by the government and have teachers who are specially trained in early childhood education. Jammu and Kashmir has taken significant steps to ensure that all children have access to quality education. The initiatives mentioned above have helped the state to become one of the leading providers of ECE in India.

The Child-Friendly School Literacy Movement at The Indonesian Daan Haag School, The Netherlands

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.

Psychological interventions to create child-friendly school in senior high schools levels in Indonesia

<span lang="EN-US">School violence, including bullying, is one of the severe problems faced by educational institutions in Indonesia. Bullied students are more likely to suffer anxiety, unhappiness, and uncomfortable feelings. As a result, they are unable to perform well in their school activities which affect their learning outcome. This study aims to find suitable types and models of psychological intervention to solve the school violence problem. Specifically, this psychological intervention is expected to help create a child-friendly school in Indonesia at the senior high school level. this study applies the Systematic Literature Review (SLR) method by operating the academic search engine, namely <em>“Google Scholar”</em> and <em>“Research Gate.” </em> The result shows there are 22 articles on psychological intervention. Regarding types, two types of psychological intervention can be applied to creating a child-friendly school at the senior high school level in Indonesia: social intervention and group counseling intervention using the <em>Tazkitatun-nafsi</em> self-management technique. Besides there are four models of intervention approaches, namely psychoeducational model intervention</span><span lang="IN">; </span><span lang="EN-US">b) intervention with a behavioral model</span><span lang="IN">;</span><span lang="EN-US"> c) intervention with a neuropsychological model</span><span lang="IN">; </span><span lang="EN-US">and d) intervention with the cognitive model</span><span lang="EN-US">.</span>

Implementation of Child-friendly Schools in Elementary Schools

Implementation of Child-friendly Schools in Elementary Schools

Research Development on Management of Child-Friendly Schools (CFS) in Elementary School: A Bibliometric Analysis Using VOSviewer

The purpose of this study was to analyze the research trends development of management on child-friendly schools (CFS) management at the elementary school. The research method used is bibliometric analysis. Data was obtained from the Google Scholar database in the form of papers published in international journals from 2017-2022. Data processing was carried out in three stages, 1) data collection, 2) data selection and 3) data analysis using VOSviewer. The results showed that the trend of research development on management of child-friendly school was highest in 2013 with 162 publications. The results of the overlay analysis shown in yellow circles indicate research topics that are often used in recent research, namely young child, early childhood education, children, appropriate education, need, school closure, learning, pandemic, covid, parent and home. While topics that are rarely used are clinician, school climate, school closure, disability, anxiety, autism spectrum disorder, women. The results of this study illustrate that the research topic for management of child-friendly school can be developed towards the term model of friendly schools for women and disabilities, development of a child-friendly school climate, and friendly schools for children with special needs.

THE ROLE OF THE SCHOOL PRINCIPLE IN THE IMPLEMENTATION OF CHARACTER EDUCATION IN CHILD-FRIENDLY SCHOOL

Child-friendly schools are schools that are based on children and learning processes that must be supported by positive, healthy and safe social, physical and emotional surroundings. SDN 1 Cigadung is a child-friendly pilot school in Kuningan District. This type of research is qualitative with a case study type. The purpose of this research is to find out the role of the school principal in the implementation of character education at SDN 1 Cigadung. The results of this study are 1) The role of the principal in the implementation of child-friendly schools at SDN 1 Cigadung. 2) Driving and inhibiting factors for the role of the principal in the implementation of child-friendly schools at SDN 1 Cigadung.

Peningkatan Kesadaran Hukum Mengenai Perlindungan Anak Bagi Siswa dan Guru di SMP Negeri 2 Luwuk

Children as the next generation of the nation, must be protected from childhood to adulthood. If a child has been in an environment of crime since childhood, that child can become a criminal in the future, and will disturb people's lives. It is wise for child protection to start in junior high school. Junior high school (SMP) as a place for children to gain knowledge, begins to learn to get along with peers, smaller friends or teachers and begins to understand ways to commit violence against others. Therefore, the protection of children and teachers is currently an important matter and must be a common concern. Lack of understanding and knowledge of legal protection for children in the school environment has resulted in many violations and even criminal acts of violence against children in the school environment. As a result, children do not feel comfortable at school, skip school, or even drop out. Taking into account the legal issues above, the law faculty community service team carried out this service activity as an effort to increase public awareness and teachers that the importance of child protection starts from a child-friendly school environment and teachers. Regarding these problems, we all must pay attention to the protection of children and teachers, including at SMP Negeri 2 Luwuk. In this community service, we provide counseling and outreach to the concept of child protection, namely the urgency of legal protection for children and teachers in schools. The outputs that will be produced through this service are legal counseling activities for the community, scientific articles in the Community Service Journal, Publication in the Media Period (Print/Online), then Mandatory Reports in the form of Service Implementation Results Reports, Activity Diary Books and Financial Record Books.