Child-friendly School Research Articles

Strategy to Improve the Quality of Islamic Educational Institutions Through the Child-Friendly School Model Based on Adiwiyata

The quality of education is a pillar of human resource development which is very important for national development. The child friendly school program is one of the efforts made to improve the quality of madrasas. This research is important because so far, the quality of education has been studied only on aspects of learning related to the academic field which have an impact on certain aspects. The purpose of this study was to find out and understand the strategy in improving the quality of education in Madrasah Ibtidaiyah Negeri 3 Jombang through the child friendly school program based on Adiwiyata. In addition, to find out the impact or implication of the implementation of the child friendly school program on the quality of education. This study uses a descriptive qualitative approach with a case study design. Data collection techniques were carried out by means of in-depth interviews, participant observation, and documentation. The data analysis was carried out with the process of data collection, data coding, data classification, data reduction, and data exposure. The results showed that the strategy carried out included several stages, namely: Formation of the implementing team for child friendly school, Conducting program socialization, Fostering human resources (teachers and staff), Building collaboration, Fulfilling indicators for child friendly school components, Carrying out monitoring and evaluation processes, and Responsive to inputs for the improvement of the child friendly school program. The implications of the program on the quality of education are seen in three aspects, namely teachers, students and institution.

SOSIALISASI KEBIJAKAN DAN STRATEGI SEKOLAH RAMAH ANAK BAGI MAHASISWA PGSD UNIVERSITAS MATARAM

Cases of violence against children are still common in school environments, even the perpetrators themselves are school residents. Cases of violence include emotional violence, verbal violence, physical violence, and sexual violence. Child-Friendly Schools are set up in an effort to reduce cases of child abuse and as a form of state, a responsibility to fulfill the rights of children as mandated in law no. 35 of 2014. In an effort to realize the Child-Friendly School on an ongoing and better basis, the community service team socialized the strategy and policy of child-friendly schools for PGSD students of Mataram University. PGSD students are chosen because they are prospective teachers who will definitely jump into the school. The socialization was held on 12 August 2020 through the Zoom Meeting.Socialization participants are given information related to six indicators to measure the achievement of SRA, namely: (1) SRA policy, (2) curriculum implementation, (3) education and education personnel trained in children's rights, (4) facilities and infrastructure of SRA, (5) child participation and (6) participation of parents, community institutions, business world, stakeholders and alumni. The outside target or achievement of this socialization activity is improvement the understanding of students regarding child-friendly school policies and strategies.Keywords: socialization; violence; sra policy

Evaluation of Inclusive Education Program at Elementary Schools

The purpose of this study is to describe the program's effectiveness using a qualitative descriptive method by examining the context, input, process, and product of an inclusive education program at an elementary school in Palembang. Interviews, observation, documentation, questionnaires, and focus group discussions are all used to collect data. The principal, deputy principal for curriculum, the education office of Palembang city, class teachers, the South Sumatera Provincial Education Office, and Guardians of Special Needs Students served as informants for the research. The findings indicated that the contextual evaluation did not consider the program's needs and objectives. There are flaws in the way organizers and implementers analyze program needs in terms of context. The outcome of the input evaluation indicates that it is not adhering to the components of inclusive education implementation. The process evaluation revealed that the performance adhered to child-friendly schools in some areas, most notably in implementing the teaching and learning process. While some product evaluation results have been successful, critical considerations must be significantly improved, beginning with program planning, monitoring, and reporting. In general, the program evaluation components indicate that schools have demonstrated a high level of commitment and consistency in implementing the program since 2013. This needs to be improved by the guidelines for inclusive education implementation.

SCHOOL VIOLENCE DIRECTED AT CHILDREN OF CHILD-FRIENDLY PRIMARY SCHOOLS FROM THE POINT OF VIEW OF PARENTS IN LIGHT OF THE CORONA PANDEMIC (A COMPARATIVE STUDY)

SCHOOL VIOLENCE DIRECTED AT CHILDREN OF CHILD-FRIENDLY PRIMARY SCHOOLS FROM THE POINT OF VIEW OF PARENTS IN LIGHT OF THE CORONA PANDEMIC (A COMPARATIVE STUDY)

Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
 Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education

SMOKE FREE AREA (SFA) DISTRICT REGULATION SUPPORT FOR ESTABLISHMENT OF A CHILD FRIENDLY SCHOOL (CFS) IN KULON PROGO DISTRICT

ABSTRACTFollowing the Child-Friendly School (CFS) Guidelines made by the Deputy for Child Development, Ministry of Women Empowerment and Child Protection (2015), one of the components that must be fulfilled is a commitment to make schools a Smoke-Free Area (SFA). Kulon Progo has District Regulation No. 5 of 2014 concerning SFA, thus it can be used as a commitment by a school guide, making it an SFA. The results of interviews with the District Social Service for Women's Empowerment and Child Protection Office stated that CFS currently remains at the initiation stage. Efforts should be made to create comfortable learning conditions for children with the support of the SFA District Regulation in the formation of CFS in Kulon Progo Regency. Analysis of the implementation monitoring checklist/compliance with District Regulation No. 5/2014 concerning SFA in 2020 which is carried out by the SFA supervision task force. Descriptive analysis method by looking at trends based on the proportion of the 10 variables used. The results of the data study show that 89.5% have been exposed to the socialization of District Regulations, 52.6% have a supervisory task force, 86.8% have installed SFA signs at the Entrance, 100% have a smoking ban warning installed, 23.7% has a place specifically for smoking, 10.5% found an ashtray in the building, 7.9% found cigarette butts, 2.6% found cigarette advertisements, 5.3% found cigarette sellers, 7.9% smoked people. From the data analysis, it is known that 81.58% have complied with SFA. However, this compliance is not optimal. This is indicated by the high percentage of availability of designated smoking areas in schools and ashtrays, cigarette butts, cigarette advertisements, cigarette sellers, and smoking people found. Schools should have a zero percentage in these variables; thus, they are not fully committed as a condition for the formation of CFS. It is necessary to optimize the application of District Regulations to create a smoke-free school environment as evidenced by not providing smoking places in schools, not allowing cigarette advertisements, smoking outside, and imposing sanctions for non-smoking violators in the school environment. Keywords: Support, Smoke-Free Area (SFA), Child Friendly Schools, Kulon Progo

Inclusion of learners’ views in safety and security matters at schools

Violence and bullying in schools keep escalating and have become a world-wide problem – also in South Africa. This problem is continuing unabated, despite the different intervention strategies in place. Intervention strategies include the Child-Friendly Schools (CFS) programme, the National School Safety Framework (NSSF), the Safe Schools Programme (SSP), the Hlayiseka Early Warning System, the Care and Support for Teaching and Learning (CSTL) framework, Speak Out, We Care, and the life orientation curriculum. As part of the intervention strategies, learners’ views should be included in the decision-making process. With this article I intend to report on a study that was conducted on the inclusion of learners’ views in matters focusing on safety and security at schools. A qualitative approach was used in the study. Observation, interviewing, and document analysis were used as methods of data generation. Data were analysed by developing themes. The findings reveal that learners’ views were not included in matters related to safety and security at schools. I argue that the main reason for the continuing violence is that stakeholders who are in authority do not include the views of learners in the development and the implementation of safety and security strategies. I suggest that all stakeholders should be assisted in understanding the value of an inclusive approach in the decision-making process.

Sekolah Ramah Anak Berintegritas Pesantren

The holding of a child-friendly school with Islamic boarding school integrity because of the support from the community, government and foundations to uphold the rights and obligations of children in learning, and a pesantren program to provide provisions for students to socialize. This study uses a qualitative research type of data collection methods used in the form of observation, interviews, documentation. The results of the study indicate that the implementation of the Child Friendly School Program with Islamic Boarding Schools includes: school principals have provided special training to educators so that they can understand what must be done in implementing child-friendly schools with pesantren integrity, including planning, implementation and monitoring. (1) The planning of the Child-Friendly Schools with Islamic Boarding Schools program begins with a meeting between the Principal and the committee and staff related to the Child-Friendly School Program, the meeting discusses planning and evaluating the program. (2) The implementation of the policy for the Child-Friendly Schools with Integrity for Islamic Boarding Schools must meet several components, such as the completeness of infrastructure, children's participation, parental participation, and community participation. Therefore, the implementation of the Child Friendly School program policy really involves all school residents, and the completeness of adequate infrastructure, an appropriate curriculum and trained education personnel for children's rights. (3) It aims to obtain the results of the implementation of the Child Friendly School program and as a determinant of planning and subsequent programs. Supporting factors in the implementation of the Islamic Boarding School Integrity Child Friendly School program, namely in addition to adequate facilities, it also received strong support from the Government, donors and foundations. The inhibiting factor for the running of Child Friendly Schools is that there are still thoughts from students who feel insecure and also comfortable in learning.

The Child-Friendly School Program for Developing a Character School in the Primary Schools of Binjai City, Indonesia

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.

Sekolah Ramah Anak Berintegritas Pesantren


 The holding of a child-friendly school with Islamic boarding school integrity because of the support from the community, government and foundations to uphold the rights and obligations of children in learning, and a pesantren program to provide provisions for students to socialize. This study uses a qualitative research type of data collection methods used in the form of observation, interviews, documentation. The results of the study indicate that the implementation of the Child Friendly School Program with Islamic Boarding Schools includes: school principals have provided special training to educators so that they can understand what must be done in implementing child-friendly schools with pesantren integrity, including planning, implementation and monitoring. (1) The planning of the Child-Friendly Schools with Islamic Boarding Schools program begins with a meeting between the Principal and the committee and staff related to the Child-Friendly School Program, the meeting discusses planning and evaluating the program. (2) The implementation of the policy for the Child-Friendly Schools with Integrity for Islamic Boarding Schools must meet several components, such as the completeness of infrastructure, children's participation, parental participation, and community participation. Therefore, the implementation of the Child Friendly School program policy really involves all school residents, and the completeness of adequate infrastructure, an appropriate curriculum and trained education personnel for children's rights. (3) It aims to obtain the results of the implementation of the Child Friendly School program and as a determinant of planning and subsequent programs. Supporting factors in the implementation of the Islamic Boarding School Integrity Child Friendly School program, namely in addition to adequate facilities, it also received strong support from the Government, donors and foundations. The inhibiting factor for the running of Child Friendly Schools is that there are still thoughts from students who feel insecure and also comfortable in learning.

Оцінювання якості шкільного освітнього середовища: моделі та інструменти

The analysis of models and tools used in international and domestic practice to create an educational environment (SACERS (School-Age Care Environment Rating Scale), «CLASS» (Classroom Assessment Scoring System), Quality School Model, «Safe and child-friendly school», etc.) has been conducted. It was revealed the content of the concept of «educational environment» through the educational function and the development of students' skills, universal skills (independence, initiative, responsibility, etc.). It was determined the dynamic factors of influence, separate criteria and indicators that have an influence on the quality of the school educational environment. It was identified areas for improving the quality of the school educational environment, including personalization of the environment, interaction with the elements of the environment, visual content.

PERLINDUNGAN PADA PESERTA DIDIK DARI TINDAK KEKERASAN DI SMA NEGERI 2 TRENGGALEK

This study aims to determine the forms of violence against students and to determine the impact and protections provided by schools in dealing with cases of violence. The metod used in this research is a qualitative method with a case study design. Collecting data in this study by means of observation and semi structured interviews, as well as informants in this study, namely Counseling Guidance teachers, Child Friendly School team teachers, and also victims of cases of violence. The data analysis technique in this study is data collection, data editor, and data presentation. The results of this study indicate that the form of violence that occurs in schools is physical violence that causes injuries to students who are victims of violence. As for the protection provided by schools against cases of violence that occur, the school coordinates with related agencies, namely the Social Service and the Health Office so that the handling of cases correct. The protection provided by high school 2 Trenggalek is very good, this is evidenced by the completion of this case of violence properly and not detrimental to either party, and of course the school in providing protection is also in accordance with the Law on Child Protection Number 35 of 2014. Even now high school 2 Trenggalek is one of the best examples of school in Trenggalek.It is the duty of every school providing protection to their students so that they are comfortable and safe in the school environment.

Investigation of Students’ Destructive Behavior in Islamic Senior High Schools and The Prospect of Child-Friendly School (CFS) Program

Destructive behavior cases in learning can be found at the best schools and even in the classes with the most talented teachers.The purpose of this research is to investigate students’ destructive behavior in learning process at Islamic Senior High Schools in Pekanbaru and the prospect of Child-Friendly School (CFS) by handling these cases.

IMPLEMENTASI PROGRAM SEKOLAH RAMAH ANAK DALAM PROSES PEMBELAJARAN

There were 241 cases of violence against children recorded until November 10th 2020. The Office of Women's Empowerment and Child Protection of NTB Province carries out its obligations to protect and fulfill children's rights by trying to protect, save, and provide protection to children from discrimination, violence, and ensuring their right to grow and develop. The government then initiates and runs the Child Friendly School Program. Facts in the field based on initial observations, at State Elementary School 8 Sokong has implemented a child-friendly school program which is becoming an example for other schools. The objectives of this study are (1) to describe the planning for the implementation of the child-friendly school program, (2) to describe the implementation of the Child Friendly School Program, (3) To describe the results of the monitoring and evaluation of the implementation of the Child Friendly School Program at State Elementary School 8 Sokong.This study is a descriptive qualitative research. The data collection used are observation, interview, and documentation. The data obtained validated using source triangulation. The data then analyzed since the data collected, namely data reduction, data presentation, and drawing conclusions and verification. The results of the research show that (1) The Child Friendly School Program planning has fulfilled the program SOP, namely by forming a development team who construct program activity plan. (2) The program implementation has met the program indicators by being implemented without violence and discrimination against child. (3) Monitoring is carried out by providing previously prepared questionnaires to be filled out by school principals and representatives of educators and education staff, then monitored by relevant agencies and institutions. Meanwhile, the evaluation of the program implemented at State Elementary School 8 Sokong was evaluated in its entirety along with other programs.Keywords: Child-friendly School, Learning.

SEKOLAH MENENGAH PERTAMA INKLUSI DI KOTA PONTIANAK

Indonesia is a country that pays attention to the education of its young generation. The school education unit plays a very important role in the education of children. Indonesia already has a program in the form of Child-Friendly Districts/Cities (KLA). KLA is a district/city with a development system that guarantees the fulfillment of children's rights and special protection for children that is carried out in a planned, comprehensive, and sustainable manner to achieve Child-friendly Indonesia (IDOLA) which is expected to be achieved in 2030. Pontianak city crowned as a Child Friendly City (KLA) at the first level since 2017 which subsequently up to become Madya. In this regard, the Pontianak City Government runs the Child Friendly School program as effort to realize the fulfillment of children's rights and protection for 8 hours of children being in school, and also the aim of being a forum that facilitates equitable educational needs for all children, both those with special needs, and with disabilities that presented in the form of Inclusive Junior High Schools. The Inclusive School design method used the idea stage, the data collection stage, the analysis stage, the synthesis stage, and the design stage. The program used in the design of the Inclusive Junior High School is the Child-Friendly School (SRA). The result is a child-friendly inclusive school design by applying the philosophy of “Behind Weaknesses There Are Advantages”. This is indicated by the facilities that accommodate activities in schools, both macro, and micro.

Child-Friendly School Policy with Children’s Rights Approach in Bekasi City

Child-friendly and students based school is one of new paradigm in providing high quality and innovative education in Indonesia. The objective of this research is to explain the outcome of the implementation of Child Friendly School Policies established by the Ministry of Female Empowerment and Child Protection in Bekasi city. The sub focus in this research are (1) implementation of Child-friendly teaching and learning, (2) Child-friendly facility & infrastructure, (3) Participation of parents, community institutions, stakeholders, business and alumnus. This study used a qualitative method in case study approach in SDN Teluk Pucung 1. The factors that support the implementation of the Child Friendly School Policy at SDN Teluk Pucung 1 are good and smooth communication, attitudes and commitment of all school people, coordination between the Bekasi Government and the School and the positive support of all school members, parents, and surrounding communities. The conclusion: (1) implementation of child friendly teaching-learning process has fulfilled the criterion of child-friendly school. (2) Implementation of facilities has followed the regulation and showed child-friendly condition, (3) participation of parents, community organizations, stakeholders, business and alumnus is still low and need to be improved in the future time. Suggestion and recommendations are provided for improvement and development towards the implementation of child-friendly school in Bekasi City.
 
 Key Words: Child-friendly school, students based, Policy implementation.

NON-VIOLENT ISLAMIC ELEMENTARY SCHOOL: CHILD-FRIENDLY SCHOOLS IN INCLUSIVE CLASSES DURING THE COVID PANDEMIC

The rise of child abuse cases in Indonesia has demanded the school to implement an anti-violence policy. Thus, the inclusion school of MI Amanah has implemented an anti-violence policy as an implementation form of the Child-Friendly School program. The objective of this research was to describe the implementation of the anti-violence policy during the learning process in the inclusion class as an embodiment of a child-friendly school in MI Amanah, Malang District. This research exerted a qualitative approach; the research data were collected through interviews, observation, and documentation; the data were then analyzed qualitatively and descriptively. The research location was at MI Amanah, Turen Sub-district, Malang District. The research was conducted from August to December 2020 by employing the foundation's president, principal, and teachers as the research subjects. The research finding indicated that implementing an anti-violence policy in student learning was covered in planning, implementation, and assessment. The learning planning was conducted by designing and organizing the learning materials without ignoring the child specificity; also allocating play, time, and rest. The learning implementation was to use polite greetings, put forward a psychological approach and positive discipline, make study groups in the inclusion class, care for students when they got through learning difficulties, raise tolerance environment, and provide worship and sleeping time. The learning assessment was done objectively by featuring authentic assessment; the assessment should be employed without comparing; the assessment regards the student's potential and skill.

Awareness of Child Rights Laws among School Principals in Oman and its Impact on their Daily Practices

The study aimed to investigate the degree of awareness of school principals in Oman about the International Convention on the Rights of the Child and the Omani Children's Law and to determine the impact of this awareness on their daily practices towards children. The population of the study consisted of school principals and assistant principals in five provinces: Muscat, Addakhiliyah, Albatinah, Musandam, and Zafar; where child-friendly school’s initiative was launched as part of the collaboration between the Ministry of Education and the UNESCO Office in Oman. The sample of the study consisted of principals and assistant principals in 48 schools in these five provinces. The results of the study showed that the awareness of the child rights laws had a positive impact on the practices of school principals in general and on the legal, cultural, and political rights of children in particular. The results also indicated a statistically significant difference according to gender in favor of females; while there was no effect based on the type of school. The study endorsed the importance of activating the child-friendly school’s initiative and the necessity of developing the tasks of school principals in the light of child rights laws. Keywords: Child’s rights laws, school principals, child friendly schools

UPAYA PERSONIL SEKOLAH DALAM MEWUJUDKAN SEKOLAH RAMAH ANAK DI SEKOLAH DASAR NEGERI 110 PEKANBARU

This study aims to analyze the efforts of school personnel in realizing child-friendly schools at the 110 Pekanbaru State Elementary School. This type of research is qualitative research. This approach uses an approach that is holding data collection or the reality of the problem based on any research that has been explored or by the respondent. The data collected is in the form of written or spoken words from the people being observed. The results of the research on various plans that have been prepared later in alternative policies in which there are guidelines for developing programs and activities for the protection and education of children in the SRA. Thus, the formulation of the problem regarding the efforts of school personnel in realizing the 110 Pekanbaru public elementary school has been in accordance with the planning stages and has met the standard operating procedures for the Sekolah Ramah Anak program.

Implementation of Child-Friendly School Concept in Elementary School as Early Education Environment

Education is one of an important role in enhancing the quality of life thus shaping sustainable communities and cities. In Indonesia, one of the education problems are related to education infrastructure. In elementary school education, there are still many schools that are not in accordance with school policies to implement child-friendly school concept. The purpose of this study was to implement the aspects of child-friendly school and relating it to the problems identified in elementary school. Aspects that need to be considered in supporting the implementation of child-friendly school concept are safety, health, convenience, comfort and security, which will later affect the building design. The research method used is a qualitative method. The results of the study were implementations of each aspect in school building design as a solution to problems identified in elementary school. The implemented aspects can be a consideration for designing school environment in supporting teaching and learning activities.