Athi Aliyatus Sya’ni, Harni Harni, Nurkolis Nurkolis

Implementation of Child-Friendly School: Analytical Study

Introduction

Implementation of child-friendly school: analytical study. Analytical study of Child-Friendly School (SRA) implementation at SMK Negeri 1 Petarukan. Focuses on policies, learning, and facilities for a safe, just, and enjoyable student environment.

Abstract

Background - Education is a conscious effort to develop the potential of students optimally. The purpose of education is to create someone who is qualified and has character so that they have a broad view of the future to achieve an ideal that is expected and are able to adapt quickly and appropriately in various environments. Purpose - The purpose of this research is to describe the implementation of child-friendly school (SRA) at SMK Negeri 1 Petarukan has attempted to fulfill the components of SRA, namely the SRA policy as a form of commitment to realizing SRA, the implementation of a child-friendly and enjoyable learning process so as to minimize the occurrence of violence and discrimination, child-friendly and non-dangerous facilities and infrastructure, participation of children, parents, community organizations, and the business world in the implementation of SRA at SMK Negeri 1 Petarukan. Method/approach - This mini research was conducted using a descriptive qualitative approach with a case study design. Data collection was carried out through observation, interviews and documents studies at SMK Negeri 1 Petarukan related to the implementation of child-friendly school. Findings - Based on data and finding from SMK Negeri 1 Petarukan, the following is a discussion about the implementation of child-friendly school at SMK Negeri 1 Petaruka. There are six components developed in child-friendly school. The six components are: (1) Child-friendly school policies; (2) Education and education personnel trained in children's rights; (3) Implementation of a child-friendly learning process; (4) Child-friendly school facilities and infrastructure; (5) Child participation; (6) Participation of parent, alumni, community institutions and the business world. Conclusions – This research proposes innovations teaching methods and school environments that create safe, comfortable and enjoyable learning atmosphere for all students, including those with special needs. Novelty/Originality/Value - Conclusions - The novelty of the Child-Friendly School (SRA) research on the teaching and learning process that emphasizes the fulfillment of children's rights, justice and protection from violence in schools.

Review

This paper presents an analytical study on the implementation of Child-Friendly School (SRA) at SMK Negeri 1 Petarukan, addressing a highly relevant topic in contemporary education. The background effectively frames the importance of holistic student development and character education, establishing a clear rationale for investigating child-friendly environments. The stated purpose of describing the fulfillment of SRA components—including policy, learning processes, infrastructure, and participation—provides a well-defined scope for this mini-research. The choice of a descriptive qualitative approach with a case study design is appropriate for an in-depth exploration of a specific school's practices. While the methodology is sound for a descriptive study, the presentation of findings in the abstract could be strengthened to better reflect the "analytical" aspect hinted in the title. The abstract enumerates the six key components of SRA, which is useful for clarity, but it primarily lists these components rather than offering specific insights into *how* they are implemented, the degree of their success, or any challenges encountered within the specific context of SMK Negeri 1 Petarukan. To fully demonstrate the analytical depth, the findings section could benefit from more specific examples or a brief synthesis of observations related to each component, thereby providing a clearer picture of the school's actual implementation efforts. The conclusions, which propose innovations in teaching methods and school environments for a safe and enjoyable learning atmosphere (including for students with special needs), appear somewhat general and do not fully leverage specific findings from the case study as presented in the abstract. The sudden introduction of "students with special needs" also feels disconnected from the preceding discussion. Similarly, the novelty statement, describing the research's emphasis on children's rights and protection from violence, outlines the fundamental tenets of SRA rather than articulating a unique or innovative contribution *of this specific study*. To enhance its impact, future iterations or the full paper should aim to clearly delineate how the specific observations from SMK Negeri 1 Petarukan contribute unique insights or practical implications beyond a general endorsement of SRA principles.

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