Efektivitas Program Sekolah Ramah Anak Dalam Mengembangkan Sekolah Berkarakter
DOI:
https://doi.org/10.23917/jmp.v19i1.4852Keywords:
school program, school of character, child-friendlyAbstract
The purpose of this study is to decrypt the implementation of the Child Friendly School program and develop the character of students at SD Negeri 1 Pulaupanggung Tanggamus. This study provides a comprehensive overview of child-friendly school programs. The child-friendly program is not just a program at SD Negeri 1 Pulaupanggung but the importance of a child-friendly seklah program for student character building since elementary school. This study intends to find an overview of child-friendly school programs both in terms of supporters and obstacles.at SD Negeri 1 Pulaupanggung This type of research is descriptive qualitative in assessing field phenomena that occur. The implementation of child-friendly school programs is carried out by means of interviews, observations, and documentation. The implementation of child-friendly programs is carried out in 4 steps, namely: (1) Child-friendly school policy programs; (2) Educators and education personnel trained in children's rights; (3) Implementation of a child-friendly learning process, the application of non-violent discipline; and a safe, comfortable and clean school environment; (4) Student participation in learning. Child-friendly school policy programs include programs carried out in collaboration with students in the classroom, for example, teachers as role models should not commit violence against students or set an example in front of students. Educators and education personnel must understand the rights that must be obtained by students, if educators do not understand educators must attend related trainings. The implementation of child-friendly learning processes both in the classroom and outdoors is mandatory in accordance with the rules and policies of child-friendly school programs. Student participation in learning will increase because students feel safe and comfortable when studying so that achievements will be highlighted by students.
Downloads
References
Agustin, M., Saripah, I., & Gustiana, A. D. (2018). Analisis tipikal kekerasan pada anak dan faktor yang melatarbelakanginya. JIV-Jurnal Ilmiah Visi, 13(1), 1-10.
Andini, T. M. (2019). Identifikasi kejadian kekerasan pada anak di Kota Malang. Jurnal Perempuan dan Anak, 2(1), 13-28.
Adhim, M. Y. F. (2021). Upaya Meminimalisasi Kekerasan di Sekolah dengan Penerapan Sekolah Ramah Hak Asasi Manusia. De Cive: Jurnal Penelitian Pendidikan Pancasila dan Kewarganegaraan, 1(12), 463-470.
Amrina, A., Aprison, W., Sesmiarni, Z., M, Iswantir, & Mudinillah, A. (2022). Sekolah Ramah Anak, Tantangan dan Peluangnya dalam Pembentukan Karakter Siswa di Era Globalisasi. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(6), 6803–6812. https://doi.org/10.31004/obsesi.v6i6.2130
Bartholet, E. (2012). Creating a child-friendly child welfare system: Effective early intervention to prevent maltreatment and protect victimized children. Buff. L. Rev., 60, 1323.
Boiliu, N. I., Sihombing, A. F., Samosir, C. M., & Simanjuntak, F. (2020). Mengajarkan Pendidikan Karakter Melalui Matius 5:6-12. Kurios, 6(1), 61. https://doi.org/10.30995/kur.v6i1.128
Chabbott, C. (2016). UNICEF ’ s Child-Friendly Schools : A desk review A Desk Review Colette Chabbott Prepared under Special Services Agreement No . PD / 03 / I / 065 , October 14 , 2003. January 2004. https://doi.org/10.13140/RG.2.1.3101.5449
Fadilah, M. P., Alim, W. S., Zumrudiana, A., Lestari, I. W., Baidawi, A., Elisanti, A. D., & KM, S. (2021). Pendidikan karakter. Agrapana Media.
Hadi, I. A. (2018). Analisis Kritis Pemikiran Pendidikan Progresif Muhammad ‘Athiyah Al-Abrasyi. INSPIRASI (Jurnal Kajian dan Penelitian Pendidikan Islam), 2(2), 21-43.
Jackson, M., Osher, D., Kelly, D. L., Tolani-brown, N., Shors, L., & Chen, C. (2009). Unicef Child Friendly Schools Programming : Global Evaluation Final Report. American Institutes for Research, 7(1), 10. http://www.mdpi.com/2075-471X/7/1/10
Kementerian Pemberdayaan Perempuan dan Perlindungan Anak. (2015). Panduan Sekolah Ramah Anak. Kementerian Peberdayaan Perempuan Dan Perlindungan Anak, 42.
Kholik, N. (2017). Peranan Sekolah Sebagai Lembaga Pengembangan. Jurnal Tawadhu, 1(2), 244–271.
Lupa, gatau siapa. (2016). BAB 2 Tinjauan Pustaka DBD. 1–23.
Martoatmodjo, G. W. (2023). MANAJEMEN PERUBAHAN DALAM ORGANISASI PENDIDIKAN. PRIMER : Jurnal Ilmiah Multidisiplin, 1(2), 113–118. https://doi.org/10.55681/primer.v1i2.58
Na’imah, T., Widyasari, Y., & Herdian, H. (2020). Implementasi Sekolah Ramah Anak untuk Membangun Nilai-Nilai Karakter Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 747. https://doi.org/10.31004/obsesi.v4i2.283
Nuraeni, L. &, & Nurunnisa, R. (2020). Efektivitas Program Sekolah Ramah Anak Dalam. Jurnal Tunas Siliwangi, 6(1), 6–15.
Nurfalah, Y. (2016). Urgensi Nilai-Nilai Pendidikan Karakter. Jurnal Pemikiran Keislaman, 27(1), 170–187. https://doi.org/10.33367/tribakti.v27i1.264
Sari, M. W., Adhani, D. N., & Karim, M. B. (2021). Peran Guru dalam Penerapan Sekolah Ramah Anak di TK YKK 1 Bangkalan. Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 8(1), 8–14. https://doi.org/10.21107/pgpaudtrunojoyo.v8i1.9088
Sofwan, dkk. (2017) Motivasi dan Prestasi Belajar Siswa di Indonesia: Kajian Meta-Analisis. Jurnal Pendidikan, 150-153.
Sugiyono, D. (2010). Memahami penelitian kualitatif.
Sulistyani, N. (2018). Implementation of Problem-Based Learning Model (Pbl) Based on Reflective Pedagogy Approach on Advanced Statistics Learning. IJIET (International Journal of Indonesian Education and Teaching), 2(1), 11–19. https://doi.org/10.24071/ijiet.v2i1.952
Tinggi, M. G. M. M. P. EFEKTIVITAS PROGRAM SEKOLAH RAMAH ANAK DALAM MENGEMBANGKAN SEKOLAH BERKARAKTER DI SEKOLAH DASAR NEGERI 028266 BINJAI.
Tysara,L. (2021, Februari 9). Liputan6. Retrieved from Liputan 6: https://www.liputan6.com/hot/read/4478652/pengertian-manajemen-unsur-fungsi-dan-peranan-yang-perlu-dipahami
Wahyuni,A.(2021).Pendidikan Karakter (Membentuk Pribadi Positif dan Unggul di Sekolah).Sidoarjo:UMSIDA Press
Walgito, B. (2010). Pengantar Psikologi Umum. Yogyakarta: CV. Andy Offset.
Widayanti,E.S.(2018). Manajemen Lingkungan Belajar Di Sekolah Dalam Mengembangkan Daya Eksploratif, Kreatif Dan Integral Peserta Didik SD Kanisius Eksperimental Mangunan,Kalitirto, Sleman.Yogyakarta:UST Yogyakarta.
Wiyanti, N. A. (2013). Manajemen Kelas Teori dan Aplikasi untuk Menciptakan Kelas yang Kondusif.Yogyakarta:Ar-Ruzz Media.
Zain,S.B.(2010). Strategi Belajar Mengajar. Jakarta: Rineka Cipta
Yuni Hendrowati, Tri, dkk. (2023). Kepala Sekolah. Jawa Tengah : Eureka Media Aksara.
