Manajemen Sekolah Ramah Anak

Kurniyawan, Moh. Dwi; Sultoni, Sultoni; Sunandar, Asep

doi:10.17977/um027v3i22020p192

Cited by 10 publications

(11 citation statements)

References 3 publications

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“…Local businesses also provide opportunities and support child-friendly school programs. (Kurniyawan et al, 2020) All components must play an active role such as principals play a role in making the order of child-friendly school programs, teachers play a role in fostering and assisting child-friendly school programs, parents play a role in supporting and participating in child-friendly activities, and outside parties play a role in socialization related to Child-Friendly Schools. (Inayati & Trianingsih, 2019) Teachers are required to be more creative in presenting a learning atmosphere that directs students to be able to understand the reality of the life they live every day.…”

Section: Child Friendly School Management At Junior High Schools Coun...mentioning

confidence: 99%

Implementation of Child Friendly School Governance in Junior High Schools Country 3 Labuhan Deli Satu Atap

Darma

Elfrianto

Sianipar

et al. 2023

jetl

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The realization of a child-friendly school requires the support of various parties, namely the family and the community, which are indeed the closest educational centers for children. Deli Serdang Regency, child-friendly schools are one of the innovations in formal, non-formal and informal education units that are safe, clean and healthy, care and have a culture of the environment, able to guarantee, fulfill, and respect children's rights and protect children from violence, discrimination, and other abuses and support children's participation, especially in planning, policy, learning, monitoring, and complaint mechanisms related to the fulfillment of rights and protection of children in education. The research was conducted at junior high schools country 3 Labuhan Deli One Roof, Deli Serdang Regency. The research approach is qualitative with a survey method of research indicators. The results of the study concluded: (1) Schools have written commitments regarding child-friendly school policies, but not all of them have been implemented, especially anti-violence policies in the form of official letters from internal schools, (2) Realization of a child-friendly learning process through non-violent discipline enforcement (3) Educators and education staff regularly attend training related to children's rights according to the characteristics of child-friendly schools, (4) School facilities and infrastructure have met safety requirements in terms of both building structures, security systems, lighting and cleaning facilities, (5) Child participation realized through the provision of opportunities to form communities to formulate school policies and regulations, (6) Realization of school cooperation with parents/guardians, community organizations, the business world, alumni and other stakeholders.

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Section: Child Friendly School Management At Junior High Schools Coun...mentioning

confidence: 99%

Implementation of Child Friendly School Governance in Junior High Schools Country 3 Labuhan Deli Satu Atap

Darma

Elfrianto

Sianipar

et al. 2023

jetl

View full text Add to dashboard Cite

show abstract

“…Several research studies were conducted on the management of childfriendly schools. Research conducted by Kurniyawan et al, (2020) and Alfina & Anwar (2020) regarding the management of child-friendly schools, began at the planning, organizing, implementing, supervising stages, and the role of school principals, teachers, parents, and stakeholders in the child-friendly school program. Research conducted byFirdaus (2019) examines Child-friendly School Management, inhibiting factors for child-friendly school management, and factors supporting child-friendly school management at SDIT Nur Hidayah Surakarta.…”

Section: Introductionmentioning

confidence: 99%

Total Transformative Learning Model in Child-Friendly School

Marno

Fitriah

2022

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This study aims to analyze about; 1) the profile of child-friendly schools in Indonesia, 2) the child-friendly school management model, and 3) the challenges of implementing child-friendly-based management models. A case study qualitative approach with a multi-site design is used in this study. The sites studied selected child-friendly schools representing various levels in Indonesia to obtain comprehensive data. The results showed that the management of child-friendly schools was carried out according to the process, namely planning, organizing, implementing, and supervising the implementation of safe, comfortable, healthy schools, free from acts of violence and discrimination, free to express opinions and participate in making decisions according to their capacity achievement of educational goals. Although the management model developed has different approaches and styles, it refers to a holistic management model that integrates the Total Quality Management Model and the Total Transformative Learning Model. Its main characteristics are sustainable development, growing awareness, and how collegial works. Meanwhile, the challenges faced in implementing Child-Friendly Schools are related to efforts to raise awareness of school residents and parents in forming a mindset according to the Child-Friendly School concept.

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“…Infrastructure facilities in schools also facilitate comfortable learning activities. Therefore we need a design per the established Child-Friendly School standards to create a safe environment for children (Kurniyawan et al, 2020). Child-Friendly Schools openly involve children in all social life activities and encourage children's growth, development, and welfare (R. V. K. Dewi et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Child-Friendly School Environment Management in SMA Negeri 45 Jakarta

Rosyidi

Supadi

2022

edu

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This study aims to determine students' views on managing Child-Friendly Schools (SRA) at SMAN 45, Jakarta. This research is narrative qualitative research. The data were obtained through several data collection methods: observation, interviews, and documentation. Data analysis was carried out descriptively to understand the management of Child-Friendly Schools in learning at SMAN 45, Jakarta. The analysis results show that, according to students, the management of Child-Friendly Schools at SMAN 45, Jakarta, still needs to be developed. Learning activities using the principles of Child-Friendly Schools must be implemented appropriately for the convenience of teachers and students. Observations and documentation on the completeness of the existing vehicles and infrastructure at SMAN 45, Jakarta, the learning curriculum, attitudes towards students, and environmental health, need to be developed in such a way as to meet the needs and abilities possessed so that they can support student activities.

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Manajemen Sekolah Ramah Anak

Cited by 10 publications

References 3 publications

Implementation of Child Friendly School Governance in Junior High Schools Country 3 Labuhan Deli Satu Atap

Implementation of Child Friendly School Governance in Junior High Schools Country 3 Labuhan Deli Satu Atap

Total Transformative Learning Model in Child-Friendly School

Child-Friendly School Environment Management in SMA Negeri 45 Jakarta

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