scholarly journals Discipline, Punishment, and the Question of Child Friendly School Policy

2021 ◽  
pp. 150-156
Author(s):  
Khaerul Umam Noer ◽  
Abdul Aziz ◽  
Dhea Ariesta Khairunnisa ◽  
Fairus Dwi Putri
Keyword(s):  
School Policy ◽  
Child Friendly

scholarly journals IMPLEMENTATTION OF CHILDREN’S FRIENDLY SCHOOL POLICY TO TACKLE THE CULTURE OF BRAWL IN THE MIDDLE SCHOOL (SMA) IN DKI JAKARTA

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Lina Herlina ◽  
Asep Suryana
Keyword(s):  
Middle School ◽  
High Schools ◽  
Data Collection ◽  
Character Education ◽  
School Policy ◽  
Research Results ◽  
Education Management ◽  
Child Friendly

The purpose of this study is to identify the fight against brawl culture in high schools (SMA) through the implementation of character education in the Child Friendly School policy. The approach used is qualitative with the object of research teachers and principals. Data collection in this study uses interviews, observation and recommendation studies. Based on research results found that through good character education management that involves teachers and principals as examples in the application of character education, it can encourage students not to fight.

scholarly journals Analisis Siklus Kebijakan Sekolah Ramah Anak di MTSN 6 Sleman

MANAZHIM ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Diah Rusmala Dewi
Keyword(s):  
Data Collection ◽  
Human Resources ◽  
Task Force ◽  
Policy Formulation ◽  
School Policy ◽  
Policy Adoption ◽  
Policy Cycle ◽  
School Policies ◽  
Validity Data ◽  
Child Friendly

This study aims to describe the cycle of child-friendly school policies in MTsN 6 Sleman. This type of research is descriptive qualitative. Data collection techniques using interviews, observation and documentation. Source triangulation is carried out to obtain data validity. Data analysis techniques include data collection, data reduction, data presentation, and verification or conclusion drawing. The results of the study include: the child-friendly school policy cycle in MTsN 6 Sleman including after passing through the stages of agenda preparation, policy formulation, and policy adoption, four policy packages were born to strengthen the Child Friendly School Policy (SRA) so that it can be implemented in the regions, one of which is at MTsN 6 Sleman involving all parties involved. The results of the study include: the child-friendly school policy cycle in MTsN 6 Sleman including after passing through the stages of agenda preparation, policy formulation, and policy adoption, four policy packages were born to strengthen the Child Friendly School Policy (SRA) so that it can be implemented in the regions, one of which is at MTsN 6 Sleman involving all parties involved. Then, the stages of implementing child-friendly school policies in MTsN 6 Sleman, namely: Bureaucratic Structure, Communication of Human Resources, infrastructure, and finance, and Disposition. The learning model used in MTsN 6 Sleman is sufficient to apply the principles of child-friendly schools, namely provision, protection, and participation. Supporting factors are human resources, infrastructure, and financial while the inhibiting factor is the lack of maximum infrastructure and financial resources in creating facilities that are friendly for children with disabilities. Monitoring and evaluation of the implementation of friendly school programs in MTsN 6 Sleman is carried out by the SRA Development Team and involves the KLA task force and other agencies.

scholarly journals Implementasi Kebijakan Sekolah Ramah Anak Dalam Mewujudkan Kota Layak Anak di Kota Depok

2019 ◽  
Vol 8 (1) ◽  
pp. 38
Author(s):  
Safitri Ridwan Rangkuti ◽  
Irfan Ridwan Maksum
Keyword(s):  
Child Protection ◽  
Qualitative Method ◽  
Central Government ◽  
School Policy ◽  
Quality Education ◽  
Causal Connection ◽  
School Policies ◽  
Government Schools ◽  
Child Friendly ◽  
Positive Support

Child-friendly and child-based schools are an effort to fulfill children's rights and provide quality education for children. This study aims to explain the implementation of Child Friendly School Policies established by the Ministry of Female Empowerment and Child Protection and to analyze the supporting and inhibiting factors for the implementation of Child Friendly School Policies in SMP Negeri 6 Depok. This study used a qualitative method that shows the implementation of the Child Friendly School Policy in SMPN 6 Depok been going well, assessed in the context of the process, results (output), impact (outcomes) and causality (causal connection).The factors that support the implementation of the Child Friendly School Policy at SMP Negeri 6 Depok are good and smooth communication, attitudes and commitment of all school people, coordination between the Depok Government and the School and the positive support of all school members, parents, surrounding communities. However, there are still obstacles, namely the limited school budget and the number of teachers, and the density of teacher activities that have caused the implementation of policies to be not optimal. For facilitating the implementation of child-friendly school policies, collaboration between central government and local government, schools and communities is needed. Sekolah yang ramah anak dan berbasis hak anak merupakan upaya memenuhi hak-hak anak dan memberi pendidikan yang berkualitas bagi anak. Penelitian ini bertujuan untuk menjelaskan implementasi Kebijakan Sekolah Ramah Anak yang ditetapkan oleh Kementerian Pemberdayaan Perempuan dan Perlindungan Anak dan menganalisis faktor pendukung dan penghambat implementasi Kebijakan Sekolah Ramah Anak di Kota Depok. Penelitian ini menggunakan metode kualitatif yang menunjukan implementasi Kebijakan Sekolah Ramah Anak di SMP Negeri 6 Depok sudah berjalan baik, dinilai dalam konteks proses, hasil (output), dampak (outcome) dan hubungan sebab akibat (causal connection). Faktor-faktor yang mendukung implementasi Kebijakan Sekolah Ramah Anak di Kota Depok adalah komunikasi yang baik dan lancar, sikap dan komitmen seluruh warga sekolah, koordinasi antar Pemda Depok dengan Sekolah serta adanya dukungan positif seluruh warga sekolah, orang tua, masyarakat sekitar. Namun masih terdapat faktor penghambat yaitu terbatasnya anggaran sekolah dan jumlah guru serta padatnya aktivitas guru menyebabkan pelaksanaan kebijakan belum optimal. Untuk memperlancar implementasi kebijakan sekolah ramah anak dibutuhkan kerjasama antara seluruh pihak baik pemerintah pusat dan daerah, sekolah dan masyarakat

scholarly journals PERSIAPAN SEKOLAH RAMAH ANAK DI SALATIGA: PEMETAAN KEBUTUHAN DAN IDENTIFIKASI MASALAH DARI PERSPEKTIF PESERTA DIDIK

KRITIS ◽  
2018 ◽  
Vol 26 (1) ◽  
pp. 1-21
Author(s):  
Linda Susilowati
Keyword(s):  
Group Discussion ◽  
School Policy ◽  
Quality Education ◽  
Development Education ◽  
Child Rights ◽  
Specific Detail ◽  
Academic Field ◽  
Preparation Phase ◽  
Child Friendly ◽  
Evacuation Routes

Obtaining a quality education is the foundation to creating sustainable development. Education can help locals to develop innovative solutions for the world’s problems. Schools then have a very important role to play in achieving quality education. In addition to improving quality in the academic field, developing quality school human resources is also very important task to do. Schools need to support the human recources or children’s development by creating child-friendly schools. In the preparation phase of creating the child-friendly schools, there are several im parts that need to be considered and carried out, such as open discussion or constultation with the children as student in order to identify children’s needs and accommodate children’s aspiration. The focus group discussion and interviews with representative students from Salatiga founds there are needs and problems that need to be addresses on preparing the child-friendly schools: 1) on school policy: schools need partipations of all stake holders in developing school policy of violence against student, and specific detail of that upcoming policy, clearer and safer violence reporting mechansism for children; 2) on learning activities: unbalance treatments and discrimination towards students (based on social status, religion, and race or ethnicity), lack of educators’ capacity on understanding the diversity of character and students’ potential, treatments from educator that decreasing students’ condidence, teachers behavior that contains offensive SARA (ethnicity, religion, race, and social class), and violence cases both physically and verbally in schools activities; 3) on educators component; lack of understanding of child rights and child-friendly schools, lack of implementation of child rights and child-friendly schools; 4) on facilities and infrastructure: evacuation routes for natural disasters and fires, clean toilet facilities and changing rooms that can protect students from sexual crimes attempts; 5) on students participations and; 6) stakeholders participations: lack of stakeholders and students involment on preparing child-friendly school in Salatiga.

scholarly journals DIFUSI MODEL PERUMUSAN KEBIJAKAN SEKOLAH RAMAH ANAK DI KAWASAN PESISIR WISATA

2021 ◽  
Vol 5 (1) ◽  
pp. 14-30
Author(s):  
Mami Hajaroh ◽  
Lusila Andriani Purwastuti ◽  
Rukiyati Rukiyati
Keyword(s):  
Elementary Schools ◽  
Data Analysis ◽  
Quantitative Method ◽  
Policy Formulation ◽  
School Policy ◽  
Descriptive Statistics ◽  
Relative Advantage ◽  
School Policies ◽  
Analysis Techniques ◽  
Child Friendly

Penelitian ini bertujuan untuk mengungkap hasil difusi model dan mengukur kriteria model  sebagai inovasi. Penelitian ini adalah penelitian difusi, model perumusan kebijakan sekolah  ramah anak di tingkat satuan pendidikan. Penelitian ini menggunakan mixed qualitrative-quantitative method. Partisipan penelitian ini 10 Sekolah Dasar, total 53 orang.Data dikumpulkan melalui wawancara, kuisioner, dokumen, dan diskusi terfokus. Teknik analisis data statistic deskriptif dan analisis kualitatif. Hasil penelitian menunjukkan bahwa  model perumusan kebijakan sekolah ramah anak  memenuhi  kriteria  bagus  sebagai  inonasi  karena  sesuai  dengan  lima  kriteria  inovasi  yakni  keunggulan relatif  (relative advantage), kompatibilitas (compatibility),kerumitan  (complexity), kemampuan  diujicobakan (trialability), dan kemampuan diamati (observability). Hasil difusi juga menunjukkan bahwa sekolah mengadopsi model analisis perumusan kebijakan pendidikan sebagai inovasi. Model ini  efektif untuk diterapkan di  sekolah untuk menginterpretasi kebijakan dari tingkat makro dan meso ke dalam kebijakan mikro (satuan Pendidikan). Keefektifan tercapai karena adanya kolaborasi yang sinergis antara Tri Pusat Pendidikan (sekolah, masyarakat, dan keluarga) pada  tahap intepretasi kebijakan dan program, serta pada tahap pengorganisian dan aplikasi kebijakan  sekolah ramah anak.THE DIFFUSION OF CHILD-FRIENDLY SCHOOL POLICY FORMULATION MODELS AT THE EDUCATION UNIT LEVELThis study aimed to reveal the results of the diffusion models and measure the criteria of the models as an innovation. This study is diffusion research, a model for formulating child-friendly school policies at the education unit level. This study used a mixed qualitative-quantitative method. The participants of this study were 10 elementary schools, a total of 53 people. The data were collected through interviews, questionnaires, documents, and focused discussions. The data analysis techniques were descriptive statistics and qualitative analysis. The results show that the model for formulating child-friendly school policies met the good criteria as an innovation since it complied with five innovation criteria, namely relative advantage, compatibility, complexity, trialability, and observability. The results of the diffusion also show that schools adopt an analytical model of education policy as an innovation. This model is effective to be applied in schools to interpret policies from the macro and meso levels into micro policies (Education units). Effectiveness is achieved due to synergistic collaboration between the Three Education Centers (schools, communities, and families) at the policy and program interpretation stage, as well as at the stage of organizing and applying child-friendly school policies.

scholarly journals ANALISIS IMPLEMENTASI KEBIJAKAN SEKOLAH RAMAH ANAK DI SMP NEGERI 6 DEPOK

NATAPRAJA ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 231-244
Author(s):  
Safitri Rangkuti ◽  
Irfan Ridwan Maksum
Keyword(s):  
Child Protection ◽  
Qualitative Method ◽  
School Policy ◽  
Quality Education ◽  
Causal Connection ◽  
School Policies ◽  
Inhibiting Factors ◽  
School Budget ◽  
Child Friendly ◽  
Positive Support

Child-friendly and child-based schools are an effort to fulfill children's rights and provide quality education for children. This study aims to explain the implementation of Child Friendly School Policies established by the Ministry of Women's Empowerment and Child Protection and analyze the supporting and inhibiting factors for the implementation of Child Friendly School Policies in SMP Negeri 6 Depok. This study used a qualitative method that shows the implementation of the Child Friendly School Policy in SMPN 6 Depok been going well, assessed in the context of the process, results (output), impact (outcomes) and causality (causal connection).The factors that support the implementation of the Child Friendly School Policy at SMP Negeri 6 Depok are good and smooth communication, attitudes and commitment of all school people, coordination between the Depok Government and the School and the positive support of all school members, parents, surrounding communities. However, there are still obstacles, namely the limited school budget and the number of teachers, and the density of teacher activities that have caused the implementation of policies to be not optimal.

scholarly journals SEKOLAH RAMAH ANAK BERBASIS HAK ANAK DI SEKOLAH DASAR

2018 ◽  
Vol 1 (1) ◽  
pp. 10
Author(s):  
Luthfiana Ambarsari ◽  
Harun Harun
Keyword(s):  
Data Analysis ◽  
Physical Environment ◽  
Primary Schools ◽  
School Policy ◽  
Social Environments ◽  
School Policies ◽  
Child Rights ◽  
Analysis Technique ◽  
Child Friendly ◽  
Observation Method

Abstrak: This research aimed to describe the child-friendly school policy in two child-friendly pilot primary schools. This research concern: “How does the implementation of child-friendly school policy based child rights at primary school?” The method that used in this research was a qualitative type of phenomenology. The data were collected by observation method, interview, and documentation. The data analysis technique that used was phenomenology research data analysis of Burke Johnson and Larry Christensen. The results showed that there were 3 discoveries related to child-friendly school policies in primary schools. First, the child-friendly school policies were designed and implemented to ensure children's rights were fulfilled. Second, the child-friendly school policies were implemented in learning area, the school social environments, the school’s physical environment, and infrastructure facilities. Third, the child-friendly school policies were applied to create condition conducive and fun in school.

scholarly journals ANALYSIS OF CHILDREN'S FRIENDLY SCHOOL POLICY IMPLEMENTATION IN SMP NEGERI 6 DEPOK

2019 ◽  
Vol 4 (1) ◽  
pp. 8
Author(s):  
Safitri Ridwan Rangkuti ◽  
Irfan Ridwan Maksum
Keyword(s):  
Policy Implementation ◽  
Child Protection ◽  
Qualitative Method ◽  
School Policy ◽  
Quality Education ◽  
Causal Connection ◽  
School Policies ◽  
Inhibiting Factors ◽  
Child Friendly ◽  
Positive Support

Child-friendly and child-based schools are an effort to fulfill children's rights and provide quality education for children. This study aims to explain the implementation of Child Friendly School Policies established by the Ministry of Women's Empowerment and Child Protection and analyze the supporting and inhibiting factors for the implementation of Child Friendly School Policies in SMP Negeri 6 Depok. This study used a qualitative method that shows the implementation of the Child Friendly School Policy in SMPN 6 Depok been going well, assessed in the context of the process, results (output), impact (outcomes) and causality (causal connection).The factors that support the implementation of the Child Friendly School Policy at SMP Negeri 6 Depok are good and smooth communication, attitudes and commitment of all school people, coordination between the Depok Government and the School and the positive support of all school members, parents, surrounding communities. However, there are still obstacles, namely the limited school budget and the number of teachers, and the density of teacher activities that have caused the implementation of policies to be not optimal.

scholarly journals MENGENAL DAN MENGEMBANGKAN SEKOLAH RAMAH ANA

2019 ◽  
Vol 5 (2) ◽  
pp. 201
Author(s):  
Sunarti Sunarti
Keyword(s):  
Everyday Life ◽  
School Environment ◽  
Children's Rights ◽  
School Policy ◽  
Children’S Rights ◽  
School Programs ◽  
Child Friendly

Child-friendly schools are the schools coveted by every parent and government. The child-friendly school policy begins with the desire of the community to allow schools to fully grant children's rights in their schools. Child-friendly schools can be implemented in everyday life if they receive the attention and support of all parties. A child-friendly school can become a reality if supported by at least three aspects, including: appropriate school programs; a supportive school environment; and aspects of adequate facilities

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