Konsep SRA (Sekolah Ramah Anak) Dalam Membentuk Budaya Islami di Sekolah Dasar

Subur, Subur; Nugroho, Irham; Qasim, Muhammad Nanang

doi:10.31603/tarbiyatuna.v10i2.3120

Cited by 9 publications

(9 citation statements)

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“…Dalam penelitiannya Subur dkk, mengungkapkan jika konsep sekolah ramah anak telah mampu membentuk budaya islami di sekolah melalui kebijakan kepala sekolah dalam hal peraturan manajemen sekolah serta manajemen sarana dan pra sarana pendukungnya. Budaya islami yang dilakukan di sekolah seperti melakukan sholat dzuhur berjama'ah, menjaga kebersihan sekolah, serta menjaga pergaulan yang baik antar masyarakat sekolah (Subur, 2019). Sementara itu Kardius Richi Yosada dan Agusta Kurniati menambahkan jika keberhasilan penerapan sekolah ramah anak harus didukung oleh sarana pra sarana dan lingkungan yang kondusif.…”

Section: Hasil Dan Pembahasanunclassified

Implementasi Sekolah Ramah Anak dalam Mewujudkan Nilai-Nilai Karakter Anak Usia Dini di RA Hidayah Tayu Kabupaten Pati

Nashiruddin

Yuliana

2022

tintaemas

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Schools are expected to be able to provide a sense of security, comfort and fun for children, so that the learning process and results are maximized. But the facts on the ground show that students often get pressure and feel uncomfortable when going to school. Inappropriate school conditions and an uncomfortable environment cause children to be vulnerable to violence, both verbal and psychological. The aims of this study are (1) to determine the concept of realizing a child-friendly school based on early childhood character values in RA Hidayah Tayu, Pati Regency, (2) to examine the implementation of child-friendly schools in RA Hidayah Tayu, Pati Regency in realizing the character values of early childhood. This study uses a qualitative approach with a descriptive method. The data sources used are primary data sources and secondary data sources. The data collection used are observation, interview and documentation techniques. Data analysis in this study used data collection, data reduction, data presentation, and drawing conclusions (verification). The results of the study show that RA Hidayah has implemented 4 child-friendly school concepts. The concept of a child-friendly school is carried out with the stages of preparation, planning, implementation and outcome (characterized students). While the implementation towards child-friendly schools is realized by the presence of 4 components, namely protection, care, education and health.

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Section: Hasil Dan Pembahasanunclassified

Implementasi Sekolah Ramah Anak dalam Mewujudkan Nilai-Nilai Karakter Anak Usia Dini di RA Hidayah Tayu Kabupaten Pati

Nashiruddin

Yuliana

2022

tintaemas

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“…Penerapan sekolah ramah anak harus selaras dengan indicator SRA dan mengacu standar pengkategorian sekolah ramah anak yang dicanangkan oleh kementerian Pendidikan dan kebudayaan berdasarkan kondisi riil dilapangan. Adanya komitmen tertulis tentang kebijakan sekolah ramah anak dengan adanya sk tim SRA, manajemen sekolah, dan manajemen sarana prasarana (Subur, Nugroho, & Nanang Qasim, 2019).…”

Section: Tahapan Sosialisasiunclassified

Sosialisasi Kebijakan Dan Strategi Sekolah Ramah Anak Bagi Mahasiswa PGSD Universitas Mataram

Istiningsih

Indraswati

Rahmatih

et al. 2021

JWD

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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

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“…11 No. 1 (2020) Nugroho, & Qasim, 2019. Konflik yang dialami mualaf akan mempengaruhi proses penyesuaian diri dalam merealisasikan ajaran agama Islam (Topan Hidayat, 2018).…”

Section: Pendahuluanunclassified

Pemberdayaan Mualaf Pasca Konversi di Mualaf Center Yogyakarta

Abdillah

2020

Tarbiyatuna

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Converts in strengthening their diversity need moral and social support. This is based on the commitment and consequences of converts after conversion that are vulnerable to conflict and terror on the part of the family. Several studies that discuss the issue of converts focus more on the process of religious conversion. While converts who get terror or threats from the family need special empowerment with the aim of giving the right to freedom of religion. Therefore, the researcher will discuss the problem of converts after conversion and the role of the Yogyakarta Center for converts as religious institutions in fostering and providing decent living rights for converts. This study uses a psychological approach to religion and the theory of religious empowerment. The research method used is descriptive-qualitative by taking a closer look at the life of the informant so that it is easier to follow the flow of his life. Data collection includes participatory observation, interviews, questionnaires, and documentation. Data analysis was performed using data reduction procedures, data presentation and data verification using the triangulation method, and drawing conclusions. The results showed: 1) Converts get terror and termination of relations with family after the shahada. 2) Yogyakarta Mualaf Center provides moral and legal assistance in assisting post-shahadah converts with the aim of assisting the process of religious consolidation and providing post-shahada religious freedom of rights in terms of economic, independence of life, save house, and legal protection.

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Konsep SRA (Sekolah Ramah Anak) Dalam Membentuk Budaya Islami di Sekolah Dasar

Cited by 9 publications

References 0 publications

Implementasi Sekolah Ramah Anak dalam Mewujudkan Nilai-Nilai Karakter Anak Usia Dini di RA Hidayah Tayu Kabupaten Pati

Implementasi Sekolah Ramah Anak dalam Mewujudkan Nilai-Nilai Karakter Anak Usia Dini di RA Hidayah Tayu Kabupaten Pati

Sosialisasi Kebijakan Dan Strategi Sekolah Ramah Anak Bagi Mahasiswa PGSD Universitas Mataram

Pemberdayaan Mualaf Pasca Konversi di Mualaf Center Yogyakarta

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