IMPLEMENTATION OF CHILD-FRIENDLY SCHOOL PROGRAM FOR FOSTERING A CONDUCIVE LEARNING ENVIRONMENT AT INTEGRATED ISLAMIC ELEMENTARY SCHOOL
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Keywords:
Implementation, Child-Friendly School Programs, Conducive Learning
Abstract
This study aims to describe the implementation of the Child-Friendly School Program to cultivate a conducive learning environment at an Integrated Islamic Elementary School. A qualitative (descriptive) research method was employed, with school administrators, teachers, and students as research subjects. Data collection techniques included observation, interviews, and documentation. Data analysis followed Miles and Huberman's model, comprising Data Reduction, Data Display, and Conclusion Drawing/Verification. Data validity was ensured through triangulation of techniques and sources. Findings reveal that the implementation of the Child-Friendly School Program at Baitul Jannah Integrated Islamic Elementary School fosters a conducive learning environment through physical school arrangements, teacher qualifications, and conducive learning atmosphere. The attractive, comfortable, and colorful classroom arrangement, along with student artwork displays, enlivens classrooms and motivates students to learn. Professional educators employing student-centered teaching methods contribute to students' developmental progress. Interactive, enjoyable, and positive teacher-student interactions in the classroom create a conducive and productive learning environment.
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References
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Fahmi, Agus. 2021. “Implementasi Program Sekolah Ramah Anak Dalam Proses Pembelajaran.” Jurnal Visionary (VIS) 6(April):33–41.
Fang, Kailun, Suzana Ariff Azizan, and Huiming Huang. 2024. “GIS-Based Intelligent Planning Approach of Child-Friendly Pedestrian Pathway to Promote a Child-Friendly City.” Scientific Reports 14(1):1–14. doi: 10.1038/s41598-024-58712-5.
Fathatul Jannah, Fillah Babul, and Dian Hidayati. 2022. “Implementation of Child-Friendly School Policies Towards Building the Character of Students in Sd Bantul District.” International Journal of Education Humanities and Social Science 05(05):105–9. doi: 10.54922/ijehss.2022.0443.
Fitriani, Somariah, and Istaryatiningtias. 2020. “Promoting Child-Friendly School Model through School Committee as Parents’ Participation.” International Journal of Evaluation and Research in Education 9(4):1025–34. doi: 10.11591/ijere.v9i4.20615.
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Hairina, Yulia. 2016. “Prophetic Parenting Sebagai Model Pengasuhan Dalam Pembentukan Karakter (Akhlak) Anak.” Jurnal Studia Insania 4(1):79. doi: 10.18592/jsi.v4i1.1115.
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Hussin, Nur Hanani, and Ab Halim Tamuri. 2019. “Embedding Values in Teaching Islamic Education among Excellent Teachers.” Journal for Multicultural Education 13(1):2–18. doi: 10.1108/JME-07-2017-0040.
Illahi, Nur. 2020. “Peranan Guru Profesional Dalam Peningkatan Prestasi Siswa Dan Mutu Pendidikan Di Era Milenial.” Jurnal Asy-Syukriyyah 21(1):1–20. doi: 10.36769/asy.v21i1.94.
Inayati, Isna Nurul, and Rima Trianingsih. 2019. “Relevansi Pendekatan Pembelajaran Tematik Integratif Di Sd/Mi Dengan Konsep Madrasah/Sekolah Ramah Anak.” Tarbiyatuna : Kajian Pendidikan Islam 3(2):139. doi: 10.29062/tarbiyatuna.v3i2.264.
J. Mark Halstead. 2007. “Islamic Values: A Distinctive Framework for Moral Education?” Journal of Moral Education 36(3):283–96. doi: 10.1080/03057240701643056.
James, E., J. Willis, and James E. Patton. 2001. “A Survey Study of Elementary Classroom Seating Designs..” Annual Meeting of the National Association of School Psychologists 2–8.
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Koderi, Muhammad Sufian, and Erlina. 2023. “Developing Lampung Local Wisdom Film of Arabic Communication Skills for Madrasah Tsanawiyah Students.” International Journal of Information and Education Technology 13(12):2004–13. doi: 10.18178/ijiet.2023.13.12.2015.
Lian, Bukman, Muhammad Kristiawan, and Rosma Fitriya. 2018. “Giving Creativity Room to Students through the Friendly School’s Program.” International Journal of Scientific and Technology Research 7(7):1–7.
Linneberg, Mai Skjott, and Steffen Korsgaard. 2019. “Coding Qualitative Data : A Synthesis Guiding the Novice Data.” Qualitative Research Journal 19(3):259–70. doi: 10.1108/QRJ-12-2018-0012.
Mabud, Shaikh Abdul. 2018. “The Emergence of Islamic Schools: A Contextual Background.” Pp. 11–33 in Islamic Schooling in the West. Cham: Springer International Publishing.
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Munawir, Munawir, Zuha Prisma Salsabila, and Nur Rohmatun Nisa’. 2022. “Tugas, Fungsi Dan Peran Guru Profesional.” Jurnal Ilmiah Profesi Pendidikan 7(1):8–12. doi: 10.29303/jipp.v7i1.327.
Novitasari, Ika, and Sunarti. 2023. “Realizing Child-Friendly Schools in The Classroom Learning Process.” Pp. 278–86 in Proceedings of the 2nd UPY International Conference on Education and Social Science (UPINCESS 2023).
Pangestuweni, Ita, Dwi Yuwono Puji Sugiharto, and Noor Hudallah. 2021. “The Implementation of Child-Friendly School Innovation in Al Azhar Islamic Elementary School 60 Pekalongan.” Educational Management 10(3):485–91.
Prasetia, Indra, Emilda Sulasmi, and Susana Susana. 2021. “The Child-Friendly School Program for Developing a Character School in the Primary Schools of Binjai City, Indonesia.” Randwick International of Social Science Journal 2(4):575–82. doi: 10.47175/rissj.v2i4.338.
Purnomo, Budi. 2017. “Analisis Strategi Guru Dalam Pelaksanaan Pengelolaan Kelas Di Sekolah Dasar.” Jurnal Gentala Pendidikan Dasar 2(2):237–55. doi: 10.22437/gentala.v2i2.6809.
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Rahmawati, Farida, and Supriyoko. 2022. “Manajemen Program Sekolah Ramah Anak Dalam Upaya Pembentukan Karakter Siswa Di MAN 4 Bantul Yogyakarta.” Media Manajemen Pendidikan 4(2):182–93. doi: 10.30738/mmp.v4i2.8006.
Rivalina, Rahmi, and Sudirman Siahaan. 2020. “Pemanfaatan Tik Dalam Pembelajaran: Kearah Pembelajaran Berpusat Pada Peserta Didik.” Jurnal Teknodik 73–87. doi: 10.32550/teknodik.v0i2.690.
Rosyad, Ali Miftakhu, and Darmiyati Zuchdi. 2018. “Aktualisasi Pendidikan Karakter Berbasis Kultur Sekolah Dalam Pembelajaran IPS Di SMP.” Harmoni Sosial: Jurnal Pendidikan IPS 5(1):79–92. doi: 10.21831/hsjpi.v5i1.14925.
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2024-08-25
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