JOSR: Journal of Social Research

November 2022, 1 (12), 681-688

p-ISSN: 2827-9832 e-ISSN: 2828-335x

Available online at http:// https://ijsr.internationaljournallabs.com/index.php/ijsr

http://ijsr.internationaljournallabs.com/index.php/ijsr

THE EFFECTIVENESS OF CHILD-FRIENDLY SCHOOLS ON THE

CHARACTER OF LEARNERS

Syahroni, Sowiyah, Hasan Hariri

University of Lampung, Lampung, Indonesia

syhoriaja@gmail.com, sowi.unila@gmail.com, hasantownsville@gmail.com

Abstract (Indonesia)

Received:

Revised :

Accepted:

November 17,

2022

November 20,

2022

Latar Belakang: Efektivitas sekolah ramah anak terhadap

karakter peserta didik menarik minat penulis untuk

melakukan kajian pustaka. Penyelenggaraan pendidikan

bertujuan untuk mendidik dan meningkatkan taraf hidup

anak agar menjadi manusia yang beriman, saleh,

bertanggung jawab, bermulia, bahagia, dan sejahtera sesuai

dengan hak asasi manusia. Sekolah ramah anak sebagai

lembaga yang menghormati hak anak atas pendidikan,

kesehatan, perlindungan dari kekerasan dan diskriminasi.

Tujuan: Penelitian ini bertujuan untuk memperoleh

landasan teori yang dapat digunakan untuk mendukung

pemecahan masalah terkait efektivitas sekolah ramah anak

terhadap karakter peserta didik.

Metode: Metode penelitian yang digunakan adalah kajian

pustaka. Tinjauan pustaka ini bertujuan untuk memperoleh

landasan teori yang dapat digunakan untuk mendukung

pemecahan masalah terkait efektivitas sekolah ramah anak

terhadap karakter peserta didik. Hasil penelitian sekolah

ramah anak menunjukkan bahwa sekolah ramah anak

berdampak pada pembentukan karakter positif bagi siswa.

Sekolah ramah anak memberikan ruang bagi siswa tanpa

diskriminasi untuk mengembangkan potensi dan bakatnya

dalam rangka mewujudkan pendidikan karakter.

Hasil: Hasil penelitian sekolah ramah anak menunjukkan

bahwa sekolah ramah anak berdampak pada pembentukan

karakter positif bagi siswa.

Kesimpulan: Sekolah ramah anak memberikan ruang bagi

siswa tanpa diskriminasi untuk mengembangkan potensi dan

bakatnya dalam rangka mewujudkan pendidikan karakter.

Harapan pengembangan potensi tersebut tanpa diskriminasi

adalah mahasiswa memiliki karakter yang baik untuk

menjadi mahasiswa yang beriman dan bertakwa, kritis,

kreatif dan bertanggung jawab.

Syahroni, Sowiyah, Hasan Hariri / JOSR: Journal of Social Research, 1(12), 681-688

THE EFFECTIVENESS OF CHILD-FRIENDLY SCHOOLS ON THE

CHARACTER OF LEARNERS

682

Kata kunci: Efektivitas, sekolah ramah anak, pendidikan

karakter.

Abstract (English)

Background: The effectiveness of child-friendly schools on

the character of students attracted the author's interest in

conducting a literature review. The implementation of

education aims to educate and improve the lives of children

in order to become human beings who are faithful, pious,

responsible, noble, happy, and prosperous in accordance

with human rights. Child-friendly schools as institutions

that respect children's right to education, health, protection

from violence and discrimination.

Objective: This study aims to obtain a theoretical

foundation that can be used to support problem solving

related to the effectiveness of child-friendly schools on the

character of learners.

Methods: The research method used is a literature review.

This literature review aims to obtain a theoretical

foundation that can be used to support problem solving

related to the effectiveness of child-friendly schools on the

character of students. The results of the study of child-

friendly schools show that child-friendly schools have an

impact on building positive character for students. Child-

friendly schools provide space for students without

discrimination to develop their potential and talents in

order to realize character education.

Results: The results of a study of child-friendly schools

showed that child-friendly schools had an impact on

building positive character for didi k participants.

Conslusion: Child-friendly schools provide space for

students without discrimination to develop their potential

and talents in order to realize character education. The

hope of developing this potential without discrimination is

that students have good character to become students who

have faith and piety, are critical, creative and responsible.

Keywords: Effectiveness, child-friendly schooling,

character education.

*Correspondent Author : Syahroni

Email : syhoriaja@gmail.com

INTRODUCTION

Syahroni, Sowiyah, Hasan Hariri / JOSR: Journal of Social Research, 1(12), 681-688

THE EFFECTIVENESS OF CHILD-FRIENDLY SCHOOLS ON THE

CHARACTER OF LEARNERS

683

Education is a learning process that aims to develop the talents of students,

personality, intelligence and spirituality in order to become human beings who are devoted

to God Almighty, capable, creative, independent, and become democratic and responsible

citizens (Juliya & Herlambang, 2021). Educationessentially helps humans to be intelligent,

smart and good. Making human beings intelligent, smart and good is very easy to do, but

making human beings of good character and wise seems much more difficult (Sudrajat,

2011) . Di Indonesia itself, education is not spared from some problems that are so complex

and difficult to handle, both in terms of learning, human resources, infastructure to focus

on the problems of mass education now. The complexity of issues around character or

morality has become both a common thought and a common concern. The crisis of

character or morality is characterized by an increase in violent crimes, drug abuse,

pornography and pornography, as well as promiscuity that has become a pathology in

society.

Indonesia needs adequate human resources in quantity and quality as the main

support in development. Based on the functions and objectives of national education, it is

clear that education at every level must be held systematically in order to achieve goals

related to the formation of the character of students so that they are able to compete and

be moral in the life of society Currently, (Saifurrohman, 2014). students are required to

have character values including components of knowledge, awareness and willpower. In

reality, the character values demanded are not well realized because students have not been

able to apply them in their daily lives.

Character education is a system of instillation of character values to school

residents which includes components of knowledge, awareness or willpower, and actions

to carry out these values, both towards God Almighty (YME), oneself, others, the

environment, and nationality so as to become our human beingsl(Suriadi et al., 2021).

Character is a differentiator between one human being and another, on a large scale the

character can distinguish between one nation and another, even character can characterize

the progress of a nation (Musthafa & Meliani, 2021) . The kind of character to be instilled

in students, as recommended by the Ministry of National Education, is the character of

God's love and all His creation; second, independence and responsibility; third,

honesty/trust, diplomatic; fourth, respect and courtesy; fifth, benefactor, like tolong help

and mutual aid; sixth, confident and hardworking; seventh, leadership and justice; eighth,

kind and humble, and; Ninth, the character of tolerance, peace and unity (Jalil, 2016) .

In Indonesia, there are still many character problems that we encounter, such as

corruption, violence, sexual crimes, destruction, mass fights, consumptive economic life,

unproductive political life, and so on, which are hot topics of discussion in the mass media,

seminars, and on various occasions. Schools as implementing agents of the educational

process must have a friendly culture in carrying out their functions to achieve educational

goals. News of school violence is common among students these days, from elementary to

high school. Violence is committed by learners to learners, learners to teachers, teachers to

learners and parents to teachers. Departing from the various problems of violence and

conflict that students receive in schools, it is necessary to develop a child-friendly school

program (Yosada & Kurniati, 2019). The school has a great role in educating the morals

and character of the learners . Of course, the role of the teacher as a driving force is very

vital and fundamental in instilling moral values to participants in didik. (Interest, 2022) The

role of the teacher is very important in educating and shaping character so that the required

character values can be realized in everyday life. Teachers must be able to teach, educate

and train participants to become children with character like the demands of education

today. Teachers can provide reinforcement through material from activities in the ecolah

environment such as school culture, extracurriculars, vision and mission of the school and

the surrounding environment (Kholifah, 2020).

Syahroni, Sowiyah, Hasan Hariri / JOSR: Journal of Social Research, 1(12), 681-688

THE EFFECTIVENESS OF CHILD-FRIENDLY SCHOOLS ON THE

CHARACTER OF LEARNERS

684

To minimize the occurrence of violence in the education unit environment, it is

necessary to have the role of various parties in the implementation of education. The

involvement of various related parties can unravel the problem of violence in the

educational unit environment and each of these elements can take a role in solving problems

according to their portion. Child-friendly schools are a policy program of the Minister of

State for Women's Empowerment and Child Protection of the Republic of Indonesia which

has currently been implemented at various levels from Early Childhood Education

(PAUD), Elementary Schools (SD), Junior High Schools (SMP), to Senior High Schools

(SMA), but the program has not been implemented thoroughly in education units in

Indonesia. Through this literature review, it will be reviewed how the effectiveness of

child-friendly schools on the character of students.

RESEARCH METHODS

The research method used is a literature review. The purpose of this literature

review is to obtain a theoretical foundation that can support the solution of a problem. The

review process starts with a search engine, google scholar, to search for articles with

keywords: "child-friendly school and learner character". Searches range from articles

published on 20 11-202 2, and identify 200 studies and articles related to those keywords.

The criteria for articles that can be used as literature in this study are:

a. Qualitative and quantitative results of "child-friendly schools and the

character of learners"

b. Research articles are written in English and Indonesian

c. Dissertations and theses excluded

The steps in Literature Review are

Step 1: Formulate the Problem

• Choose a topic that fits the issue

• The problem must be written completely and accurately

Step 2: Search for Literature

• Search for literature relevant to the study

• Get an overview of the research topic

• Research sources will be very helpful if they are supported by knowledge

related to the topic being studied.

• Sources should provide an overview/summary of previous research.

Step 3: Evaluate the data

• Pay attention to the contributions made by the article to the topic

• Pay attention to the contributions of articles related to the topic

• Data can be quantitative data, qualitative data or a combination of both

Step 4: Analysis and Interpretation

Discuss and summarize the literature

RESULTS AND DISCUSSION

A. Child-Friendly Schools

Child-friendly schools can be interpreted as units of educational institutions that

can facilitate and empower children's potential. Child-friendly schools are safe, clean and

Syahroni, Sowiyah, Hasan Hariri / JOSR: Journal of Social Research, 1(12), 681-688

THE EFFECTIVENESS OF CHILD-FRIENDLY SCHOOLS ON THE

CHARACTER OF LEARNERS

685

healthy schools, caring and cultured, environmental, able to guarantee, fulfill, respect the

rights and protection of children from violence, discrimination, and other unfair treatment,

as well as guarantee the participation of children in planning, policy, learning, supervision

and complaint mechanisms related to the fulfillment of children's rights and protection, the

cultivation of character values which include knowledge, awareness or willpower, and

actions to carry out the values of goodness and virtue, to God, oneself, others, environment

and nationality in order to become a moral human being (Nuraeni et al., 2019). (Juanda,

2019) The education unit in implementing child-friendly schools needs good management

or management to achieve the desired goals. Child-friendly school management is a series

of processes of planning, organizing, implementing, and supervising the implementation

of a school that is safe, comfortable, healthy, free from violent and discriminatory acts, free

to express opinions, and participate in making decisions in accordance with the capacity to

achieve educational goals effectively and efficiently (Kurniyawan et al., 2020).

B. Character of Learners

Character education is education that develops cultural values and national

character so that students have values and character as their own character, applying values

in their lives as members of a religious, nationalist, productive, and creative society

(Ainiyah, 2013). Character education aims to improve the quality of education

implementation and outcomes in schools that lead to the achievement of the formation of

karak ter and noble morals of students as a whole, integrated, and balanced, according to

graduate competency standards. The implementation of character education in education

units currently still needs to be improved, not a few findings of attitudes and behaviors of

students and educators that do not reflect the practice of character education. The

Indonesian Child Protection Commission (KPAI) received 153 complaints of physical and

psychological violence in the school environment throughout 2019, KPAI data shows that

44 percent of perpetrators of violence are teachers or principals to students, then 13 percent

of violence by students to teachers, 13 percent of violence by parents of students to teachers

or students, and 30 percent of violence between fellow students. Many factors that cause

violence in the education unit environment include the lack of discipline enforcement in

carrying out the rules as applicable regulations, lack of knowledge of character education,

lack of self-awareness in implementing character education, lack of supporting

infrastructure for supervision such as the installation of cctv in various locations as needed,

lack of good coordination between related elements in the implementation of education

(Nugraha & Hasanah, 2021).

C. Discussion

Based on the results of the review of various articles obtained, the results of the

analysis show that most of the articles focus on child-friendly schools and the character of

students. Research related to this topic has been conducted in various educational

institutions. The results of the study largely indicate that it is difficult to find literature that

combines the two variables so that the authors will explain the findings for each of the

variables.

The rationale of this article is to find out the effectiveness of child-friendly schools

on the character of learners. The world of education is believed to be able to instill character

values in students. Education is one of the pillars that become the foundation in supporting

the establishment of a national civilization. For this reason, various kinds of approach

strategies are needed that need to be known so that the cultivation and development of the

desired character can be achieved. The results of the study of child-friendly schools show

that child-friendly schools have effectiveness on the character of students.

It is explained by Farida Deni Indriana and Rudi Salam that Child-Friendly

School is an ideal concept for school-age children. A safe, clean and healthy school, caring

and cultured environment where education is student-centered that guarantees and fulfills

the rights of learners in every aspect of learning to instill character values in learners

(Indriana & Salam, 2022). The same thing was also conveyed by Asri, child-friendly

Syahroni, Sowiyah, Hasan Hariri / JOSR: Journal of Social Research, 1(12), 681-688

THE EFFECTIVENESS OF CHILD-FRIENDLY SCHOOLS ON THE

CHARACTER OF LEARNERS

686

schools are a place to improve the morale and character of the knowledge taught not

stopping at the transfer of knowledge to students but how students can live and utilize the

knowledge that has been gained in daily actions and behaviors. Character building is

important so as not to experience a moral decline so that it requires an action as early as

possible. This research supports Rezkiana & Toro's research that throughchild-friendly

school programs, in this case, can be used as an action to shape and improve the morality

of the nation that can be instilled in families, schools and communities (Rezkiana & Torro,

2019).

Other findings in this study related to child-friendly schools by Yosada and

Kurniati show that schools as implementing agents of the educational process must have a

friendly culture in carrying out their functions to achieve educational goals. News of school

violence is common among students these days, from elementary to high school. Violence

is committed by students to students, students to teachers, teachers to students and parents

to teachers. Departing from the various problems of violence and conflict received by

students in schools, it is necessary to develop a child-friendly school program. This

program aims to provide protection for students as children in schools by prioritizing

children's rights which include the right to life, the right to grow up, the right to protection,

and the right to education (Yosada & Kurniati, 2019).

Based onHakim's research, character education in schools is closely related to

school management or management, namely how to carry out planning, implementation

and control in school activities. Management includes curriculum content, learning,

assessment, educators and education personnel and other related components. The

effectiveness of child-friendly schools can be seen in research conducted by Nuraeni that

good and effective learning is able to provide ease of learning to students in a fair and

equitable (non-discriminatory) manner, so that they can develop their potential optimal.

Thedevelopment of child-friendly education is carried out systematically and continuously.

Educators and education staff in schools are expected to organize education and learning

that facilitates children with learned behavior. The learned behavior is displayed in the

form of achieving academic achievement, showing ethical behavior and noble character,

having high learning motivation, creative, disciplined, responsible, and showing self-

character as a citizen, citizen and bangs a (Nuraeni et al., 2019).

CONCLUSION

The implementation of child-friendly schools has a positive impact on the

formation of the character of students. Child-friendly schools as educational institutions

facilitate the development of students to develop potential according to their talents and

interests without the influence of discrimination from parties involved in the

implementation of education. The hope of developing this potential without discrimination

is that students have good character to become students who have faith and piety, are

critical, creative and responsible. Every education provider in a child-friendly school has a

big role to play. Principals, teachers, parents, and outsiders have a role in implementing

child-friendly school programs both in the management and implementation of child-

friendly schools.

BIBLIOGRA FI

Ainiyah, N. (2013). Character building through Islamic religious education. Al-

Ulum, 13(1), 25–38.

Syahroni, Sowiyah, Hasan Hariri / JOSR: Journal of Social Research, 1(12), 681-688

THE EFFECTIVENESS OF CHILD-FRIENDLY SCHOOLS ON THE

CHARACTER OF LEARNERS

687

Faiz, A. (2022). THE ROLE OF THE TEACHER IN MORAL AND

CHARACTER EDUCATION. JOURNAL OF EDUCATION AND

DEVELOPMENT, 10(2), 315–318.

Indriana, F. D., & Regards, R. (2022). THE ROLE OF SOCIAL STUDIES

TEACHERS IN THE IMPLEMENTATION OF CHILD-FRIENDLY

SCHOOL PROGRAMS TO DEVELOP THE CHARACTER OF

STUDENTS OF SMP NEGERI 33 SEMARANG. Sociolium: Journal of

Social Studies Learning, 4(1), 30–38.

Jalil, A. (2016). Character Education to Shape Character Education. Nadwa:

Journal of Islamic Education, 6(2), 175–194.

Juanda, J. (2019). Early childhood character education through online versions of

fabled classical literature. Journal of Obsessions: Journal of Early Childhood

Education, 3(1), 39–54.

Juliya, M., & Herlambang, Y. T. (2021). Analysis of online learning problems and

their effect on student learning motivation. Genta Mulia: Scientific Journal

of Education, 12(1), 281–294.

Kholifah, W. T. (2020). The teacher's efforts to develop the character of elementary

school students through child-friendly education. Journal of Education and

Counseling, 2(1), 115–120.

Kurniyawan, M. D., Sultoni, S., & Sunandar, A. (2020). CHILD-FRIENDLY

SCHOOL MANAGEMENT. JAMP: Journal of Educational Administration

and Management, 3(2), 192–198.

Musthafa, I., & Meliani, F. (2021). Application of Al-Zarnuji Classical Islamic

Learning Method in the Era of the Industrial Revolution 4.0. JIIP-Scientific

Journal of Educational Sciences, 4(7), 664–667.

Nugraha, D., & Hasanah, A. (2021). Character education based on cultural values

in schools. Journal of PKN Education (Pancasila and Citizenship), 2(1), 1–

Nuraeni, L., Andrisyah, A., & Nurunnisa, R. (2019). The effectiveness of child-

friendly school programs in improving the character of early childhood.

Journal of Obsessions: Journal of Early Childhood Education, 4(1), 20–29.

Rezkiana, N. M., & Torro, S. (2019). Implementation of Child-Friendly Schools

towards Student Character Building at SMP Negeri 3 Podbangkeng Utara.

Journal of Socialization: A Journal of the Results of Thought, Research and

Development of Educational Sociology Science, 95–100.

Saifurrohman, S. (2014). Character-based education. Tarbawi: Journal of Islamic

Education, 11(2).

Sudrajat, A. (2011). Why character education? Journal of Character Education,

1(1).

Suriadi, H. J., Firman, F., & Ahmad, R. (2021). Analysis of Online Learning

Problems in Student Character Education. Educational: Journal of

Educational Sciences, 3(1), 165–173.

Yosada, K. R., & Kurniati, A. (2019). Creating a child-friendly school. Journal of

Basic Education: Journal of Basic Education Research, 5(2), 145–154.

terms and conditions of the Creative Commons Attribution (CC BY SA)

license (https://creativecommons.org/licenses/by-sa/4.0/).