Creating a Child Friendly Psychosocial Learning Environment in Mathematics: A Case of Problem Solving in Grade 6

Abstract

This article aims to explore the question, '

Child-Friendly Through Hizbul Wathan in Indonesia Muhammadiyah School

“…It also helps develop students' cognitive abilities. Thus, the creation of a child-friendly learning environment requires teachers who are ready to: 1) train student self-control, 2) create collaborative learning atmosphere, 3) respect all ideas and ideas, 4) involve and provide support to all students during learning, and 5) become listener and facilitator in learning [19]. For this reason, the dynamics of interpersonal closeness between teacher and students play an important role in delivering the learning success of their students [20].…”

“…The creation of child-friendly learning environment by providing the learning process that is under the rights and needs of students with the teacher accepting the difference more than having to force his will is the key to implementing student-friendly education [19]. For this reason, transparent and sustainable policies can optimize student learning potential.…”

“…This supports of research that learning engagement in collaborative inquiry, embedded, and directed by teachers, leading to responsive leadership and meaningful learning experiences [42]. For this reason, the creation of a child-friendly learning environment through the HW scouting movement requires teachers who are ready to: 1) train students' self-control, 2) create a collaborative learning atmosphere, 3) respect all student ideas and ideas, 4) involve and provide support to all students during learning, and 5) the teacher can be a listener and facilitator in learning [19].…”

Application of Child Friendly Schools Through the Hizbul Wathan Scouting Movement To Form Elementary Student Leadership Character

“…Selain itu, juga membantu mengembangkan kemampuan kognitif peserta didik. Untuk itu penciptaan lingkungan belajar yang ramah anak membutuhkan guru yang siap untuk: 1) melatih kontrol diri siswa, 2) menciptakan suasana belajar kolaboratif, 3) menghargai semua ide dan gagasan, 4) melibatkan dan memberi dukungan kepada semua peserta didik selama pembelajaran, dan 5) menjadi pendengar dan fasilitator dalam pembelajaran Maoto (2014). Untuk itu dinamika kedekatan interpersonal antara guru dan peserta didik berperan penting dalam menghantarkan kesuksesan belajar peserta didiknya Pennings et al (2018).…”

“…Penciptaan lingkungan belajar ramah anak dengan memberikan proses pembelajaran yang sesuai dengan hak dan kebutuhan siswa dengan guru lebih banyak menerima perbedaan daripada harus memaksakan kehendaknya adalah kunci menerapkan pendidikan ramah siswa Maoto (2014). Untuk itu perlu kebijakan pihak sekolah yang jelas dan berkelanjutan guna menerapkan program pembelajaran yang sesuai dengan kebutuhan dan mampu mengoptimalkan berbagai potensi belajar siswa.…”