A child-friendly school: How the school implements the model

Abstract

<span>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 P</span><span lang="IN">ublic </span><span>E</span><span lang="IN">lementary </span><span>S</span><span lang="IN">chool of</span><span>Ragunan 01 is the unit of research analysis. The school has been <span>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</span> implementation of CFS. Interviews were conducted with several important multi-stakeholders 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.</span>

Developing the strategic collaboration model in basic education

“…The results of interview by researchers as: The results of this study have also related to the argumentation of scholars that eventually the strategic leadership in education is rapidly challenged and asked the school leaders to concern and undertake to encounter the external and internal change for innovation of education caused by the tensions of external expectation and internal school priorities [8], [40], [41]. In the context of creating the school innovation and quality service in education, then school leaders should be performed strategically through collaboration to overcome complexities and decision making in schools [42], [43]. Based on the results and descriptions, we propose the second preposition as: "The more success of school leaders performed the strategic leadership style in school based on the school strategic collaboration planning and strategic collaboration development, the greater education service innovation will achieve effectively.…”

Keterlibatan Orang Tua dalam Mewujudkan Pendidikan Anak Usia Dini Ramah Anak di Gugus Budi Mulia II Sukoharjo

“…Sekolah akan menjadi tempat yang nyaman bagi anak, setelah rumahnya sendiri. Prinsip utama dalam penyelenggaraan SRA adalah menciptakan sebuah kondisi sekolah tanpa diskriminasi, menghormati hak-hak anak secara penuh mengedepankan kepentingan terbaik untuk anak, serta senantiasa memperhatikan perkembangan serta penghargaan pada pendapat anak (Kristanto, Khasanah, & Karmila, 2011;Cobanoglu & Sevim, 2019;Fitriani, Istaryatiningtias, & Qodariah, 2021).…”

Evaluation of Child Friendly School in Building Student Character: A Literature Review

“…In applying the CFS program, the government must also incorporate elements of local culture in determining and developing the CFS program standard so that inconvenience arises from both teachers and students and the unpreparedness of students. [11]…”