The Model of Grow Me for Developing the Children Friendly School

2017

In child friendly environment students feel motivation and readiness for learning. Staff members are friendly. They welcome children to school and attend to all their health and safety needs. The present research report is about the success of child friendly schools programs through a comparison of learning environment of child friendly schools with conventional schools. Data was collected from a sample of 480 students out of which 240 were from child friendly schools and 240 from conventional schools, through a questionnaire. Outcomes of the research exposed, on whole, that learning environment of child friendly schools was found better than conventional schools. Moreover, learning environment of child friendly schools for boys as well as girls were also appeared sound than conventional schools. While comparing academic performance of conventional and child friendly schools, it was found that academic performance of child friendly schools was better as compared with conventional sc...

Interdisciplinary Social Studies

Background: Children Friendly Schools (CFS) are a dream for every student and parent, because in school students will get academic learning with a feeling of fun and calm. Aim: This study aims to evaluate the real conditions of primary schools in the city of Banjarmasin in the perspective of Child Friendly Schools and recommendations regarding the prototype of standard instruments and constructive criteria to measure the feasibility of schools as Child Friendly Schools with the standards set. Method: The research method uses R&D techniques with stages: needs analysis, instrument prototype development, trials for construct validation and dissemination using 31 Elementary Schools in Banjarmasin City. The instrument of data collection uses a structured questionnaire. Findings: The results of the study show that the measuring instruments for achieving Children Friendly schools include 6 (six) components, namely (1) CFS policy, (2) implementation of the learning process, (3) Trained Educ...

Prithvi Journal of Research and Innovation, 2020

The study is carried out to investigate the status of child-friendly school environment, and identify school’s policy towards it. It was delimited to Pokhara Metropolitan of Kaski District. To accomplish the objectives, the explanatory sequential research design was used. The survey technique was used for quantitative and observation was used to qualitative study. There were 128 basic community schools. Eleven schools were selected randomly. The interview schedule and observation checklist were the major tools of data collection. Collected data and information were analyzed both quantitatively as well as qualitatively as per their nature in the table. The findings of the study demonstrated that physical facilities in community schools in Pokhara Metropolitan City seem satisfactory. The researcher asked and observed the school sites. More than one quarter schools (27.3%) had peace and quiet place to teach. More than one-third school (36.4%) had satisfactory and the same (36.4%) had n...

Proceedings of the 6th International Conference on Education & Social Sciences (ICESS 2021), 2021

This study discuss the implementation of Child-friendly School policy, it is a school that guarantee and fulfill children's rights in every aspect of life on a well-planed and responsibly way and also the obstacle on the implementation of Child-friendly School at SD Ummul Quro Semarang Regency. It is a descriptive research design. The research location is at SD Ummul Quro as an Elementary Islamic School that apply holistic curriculum which integrate science-tech, religy, and lifeskill. The results shows that SD Ummul Quro had meet the criteria of childfriendly schools as indicated by the presence of: (1) the declaration as child-friendly school on February 8, 2020, (2) the curriculum implementation, (3) teachers and education personnel that has been trained on children's rights workshop, (4) facilities and infrastructure that support, (5) the child participation, and (6) the parents participation of child-friendly schools implementation. The obstacles of child-friendly school implementations are: (1) there are no mechanism yet for complaints and handling cases of children's rights violations, (2) not all teachers and education personnel have attended training on child rights and child-friendly schools, (3) counseling personnel are not yet available / BP3 (Educational Administering Board) that are well trained, (4) the physical environment of schools that has landslides potency, and (5) there is no participation of community institutions, alumni, and business world in implementing child-friendly school programs.

International Journal of Evaluation and Research in Education (IJERE), 2021

The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School of Ragunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students' parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.

ICCD, 2018

Child Friendly Schools are schools / madrasas that are safe, clean, healthy, green, inclusive and comfortable for the physical, cognitive and psychosocial development of girls and boys including children who require special education and / or special service education; which openly involves children to participate in all activities, social life, and encourage children's growth and prosperity. The Child Friendly School Program launched by the government aims to improve the mainstreaming of children's rights in Indonesia. In the Province of Begkulu there is no Child Friendly School. Kaur Regency is currently a pilot district for the development of primary and secondary education in the province of Bengkulu. The determination of the pilot project for Child Friendly Schools is conducted by coordinating with the Education and Culture Office of Kaur Regency. For elementary school level, SDN 41 Kaur was chosen, given the school's reputation, strategic location and their readine...

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020), 2021

The purpose of the study is first, evaluating the congruency between expectations with the implementation of the Child Friendly School program in the Depok city since the stages of antecedent, the transaction implementation and the outcomes of the Child Friendly School program at the school level. Second, see the contingency between antecedents with transactions, antecedents with outcomes and transactions with outcomes in the implementation of the Child Friendly School program at Depok city level. Using Stake's contienance evaluation model. Data were collected by interviewing policy makers, field observations to 31 (thirty one) schools in the Depok City and taking evaluation data to 183 (one hundred eighty three) respondents consisting of school principals, teachers, education personnel, students and parents of students. School selection is done by simple random sampling as well as the selection of teachers, education personnel, students and parents of students is done by random random sampling. The results of the evaluation can be concluded that the Child Friendly School program in the Depok city has not run efficiently and effectively. Program implementation at the antecedent level is lacking and has a high gap with expectations, at the transaction level it is less and has a gap with expectations, but at the level of good outcomes and has reached expectations. Contingency implementation is antecedent with positive transactions, antecedent with negative outcomes, and antecedent with negative outcomes. Child Friendly perceived in school is not only influenced by the intervention of the Child Friendly School program, but there are intervening variables.

Primary: Jurnal Pendidikan Guru Sekolah Dasar

This paper discusses how far the implementation of child-friendly schools is in developing the character of students at SDN Dewi Sartika CBM by using a qualitative descriptive research method. The research begins with interviews and questionnaires. The research was conducted by analyzing the stages of planning, organizing, implementing, supervising, and developing strategies. The planning indicators are to carry out a study of the 8 SNP and create a child-friendly school implementation program. The implementation indicators are to create a program implementation team and divide the tasks of the program implementation team. The implementation indicators are to launch a child-friendly school program, make a joint commitment to friendly school implementation, and prepare childfriendly infrastructure, implement child-friendly schools into the 8 SNP (National Education Standards), and determine achievement targets for the 8 SNP. Monitoring indicators are to monitor the results of observing program implementation and follow-up plans. The implementation of child-friendly schools in developing students' character indicates positive results in order to prepare schools that are ideal, safe, and comfortable for learning activities, by implementing them properly as well as has been implemented at SDN Dewi Sartika CBM. According to the results of research on the implementation of child-friendly schools at Dewi Sartika CBM Elementary School, it runs well based on the program plan with an average achievement of 87.50% in the good criteria.

This research was conducted to find out the extent of the benefits of growing vegetables to increase the science recognition of children in the Pertiwi Metro Kindergarten B4 group. The problem discussed in this research are the benefits of growing vegetables to increase science recognition to children in group B4. This research uses Classroom Action Research (CAR) with 2 cycles. Each cycle there are 4 stages: planning, action, observation, and reflection. The object of the research was carried out at the Metro Pertiwi Kindergarten 2017-2018 Academic Year. The data collection tool used in this research was direct observation with the steps of data collection, data analysis, and drawing conclusions to find out the benefits of growing vegetables to increase science recognition in children and analyzed descriptively. This research is expected to have impact children are more capable, more conscientious, happier and more confident in following the learning process. especially in the introduction of science.

This study sought to determine the goals of a child-friendly school and the psycho-social environment of the learners in public secondary schools in the Butuan City division. A mixedmethod of quantitative and qualitative research was used in the study with questionnaire as the tool to describe the goals of a child friendly school and the psycho-social environment of the learners. A focus group discussion (FGD), in-depth interview and Delphi technique were used to determine the facilitating and hindering factors. The findings revealed that the goals of childfriendly school have high sustainability of advocacy in the implementation among schools. The psycho-social environment of the learners manifested a satisfactory status which meant that majority of the students were satisfactory equipped in their learning environment. The facilitating factors were the support and active participation of the principal, teachers, students and the community. The hindering factors were the financial, assigned person to manage childfriendly school activities, teachers' attitude, students' lacking awareness and lacking of facilities. A designed model was made for the sustainable implementation in the advocacy of the goals of child-friendly school and psycho-social environment of the learners. The results of the study can be utilized to have sustainable implementation of child-friendly school.