EFFECTIVENESS OF CHILD-FRIENDLY SCHOOL PROGRAM
IMPLEMENTATION
Daryono, Soewarto Hardhienata,
Rita Retno Wati
Universitas Pakuan, Jawa Barat, Indonesia
KEYWORDS |
ABSTRACT |
evaluation program, cipp, child's friendly school. |
The purpose of this research is to identify the alignment or
misalignment between the implementation of the Program on CFS (Child-Friendly
School) according to the guidelines outlined in the Child-Friendly School
Handbook, as stated in the Minister of Women Empowerment and Child Protection
Regulation No. 08 of 2014 concerning Child-Friendly School Policies, with the
actual practices in schools that have already implemented the CFS program.
The research methodology employed in this study is descriptive qualitative.
Data collection methods include document verification, interviews, and
observations. Based on the research
findings, it is evident that thorough and meticulous preparation and planning
are crucial for the successful implementation of the program. Additionally,
strong commitment from all parties involved, comprehensive understanding,
intensive training, and strict supervision are essential for program
execution. The evaluation indicates that in terms of Context, Input, and
Process aspects, the average results fall under the category of
"Adequate," while in the Product aspect, the average results are
categorized as "Good." Therefore, the overall evaluation yields an
"Adequate" rating for the implementation of the Child-Friendly
School Program in the public junior high schools in Depok City, West Java. This research implies that it can enhance
awareness and understanding of child-friendly school policies and contribute
to the development of guidelines and best practices. |
DOI:
10.58860/ijsh.v2i5.50 |
|
Corresponding Author: Daryono
E-mail: daryononana@gmail.com
INTRODUCTION
Education is an essential
component and cannot be separated from life. Therefore, the state must guarantee
the implementation of education based on Pancasila and the 1945 Constitution of
the Republic of Indonesia (Siregar,
2021).
The state
guarantees that every citizen gets a proper education. As stated in the
Law of the Republic of Indonesia Number. 20 of 2003 concerning the National
Education System, it is stated that the National Education Goals develop the
potential of students to become human beings who believe in and fear God
Almighty, have a noble character, are healthy, knowledgeable, capable, creative,
independent, and become democratic and responsible citizens (Nurhayati, 2020). Education is an
effort to enable every human being to develop his or her potential to grow into
a strong person, have character, and has a healthy social life (Baureh, 2018).
Considering that schools are institutions that
facilitate students to grow and develop academically, socially, and
spiritually, it needs to be underlined that students' existence must be a
priority (Yulianto, 2016). A good, quality, ideal school naturally refers to
a picture of a school that meets the criteria of a good and fun school for the
community in it. The excellent quality of schools can be seen from several
perspectives; for example, high academic achievement, students who often become
champions or specific characteristics that are used as a reference for school
superior assessment.
An excellent educational institution must
accommodate every student to realize his potential fully. An ideal school
like this was initiated by UNICEF under the name Child-Friendly Schools (CFS
The Manual Book published by UNICEF discusses in detail the objectives,
requirements, conditions, as well as technical implementation instructions for
CFS implementation, where this program in Indonesia is synonymous with the
Child-Friendly School Program (CFS) (Heriyati & Kurniatun, 2022). The school
will be a place that humanizes humans, not a place to stuff students with what
they do not necessarily need themselves. Forcing what they do not need or want
will only make students feel uncomfortable, afraid, or even traumatized (Godfrey et al., 2012).
The strong commitment of the Indonesian people to fulfilling children's
rights and protecting children, especially in the field of education, is
emphasized in Article 28C of the 1945 Constitution of the Republic of
Indonesia, which states that "Everyone has the right to develop himself
through fulfilling basic needs, has the right to education and benefits from
science." and technology, art and culture, in order to improve the quality
of life and for the welfare of humanity" (Wartoyo, 2016). Furthermore,
this provision of the Constitution is operationally regulated in Article 9
paragraph (1) of Law Number 23 of 2002 concerning Child Protection, which
states that "Every child has the right to receive education and teaching
in the framework of developing his personality and level of intelligence by his
interests and talents." (Children & Flower, 2014).
In addition, the
purpose of preparing a Child-Friendly School Policy is to be able to fulfill,
guarantee and protect children's rights and ensure that education units can
develop children's interests, talents, and abilities and prepare children to be
responsible for a life that is tolerant, mutually respectful, and works together
for progress. And the spirit of peace. Education units are expected not only to
give birth to generations who are intellectually intelligent but also to
produce generations who are intelligent emotionally and spiritually (Nan, 2020).
The government,
through the Regulation of the State Minister for Women's Empowerment and Child
Protection, issued a policy for implementing the Child-Friendly School Program
and officially stated in the Minister of State for Women's Empowerment and
Child Protection Regulation Number 8 of 2014 concerning Child-Friendly School
Policies (Agustin, 2021).
The
implementation of Child-Friendly Schools (from now on referred to as the CFS Program
in this research) is believed to be a solution to the problems that have
existed so far, especially problems related to student's rights in the world of
learning. Various aspects must be fulfilled, and commitments must be carried
out (Kurniyawan et al.,
2020).
Article 28B (2) of the 1945
Constitution states that "Every child has the right to survival, growth,
and development and has the right to protection from violence and
discrimination.", meaning that guaranteeing safety and comfort for
children at school is a fundamental need in learning activities (Afifah
& Lessy, 2014). This is emphasized in
Article 54 of the Child Protection Act, which essentially states that children
in and within the school environment must be protected from acts of violence
committed by teachers, school administrators, or their friends in the school
concerned or other educational institutions (Tang,
2020).
Given the importance of good
education for children, the Convention on the Rights of the Child also mandates
participating countries or those that have ratified it, regarding the
importance of education, upholding discipline, capacity building, skills
development, learning, other capabilities, dignity, self-esteem,
self-confidence, personality development, talent, the ability to live in life
in society, the right to access and educational content, and the right to use
free time and cultural activities for children (Abidin
et al., 2022).
National Education Standards require
the availability of adequate and well-maintained infrastructure. The Technical
Guidelines for Implementation of the CFS
Program also explain details of the fulfillment of conditions and systems for
schools (Leap
et al., 2017). Points regarding school
attractiveness, increased student attendance, task completion, good academic
achievement, safe environment, access for students with disabilities, an
atmosphere of togetherness, involvement of parents and the surrounding
community, harmony between school and environment, friendly buildings and
facilities children are very relevant to what students want, dreamed of by
parents.
The CFS
program is an effort to realize the fulfillment of children's rights and
protection while children are at school through school efforts to make schools
clean, safe, friendly, beautiful, inclusive, healthy, beautiful, and
comfortable (Suminar et al., 2022). The
objectives of the child CFS program are
to prevent violence against children and other school members, prevent children
from getting sick due to food poisoning and an unhealthy environment, and
prevent accidents at school caused by infrastructure or natural disasters (Sujarwadi, 2022). The CFS
program for children can create better, closer, and quality relationships
between school members (Cordero-Vinueza et al., 2023).
In 2022 in
Depok City, there were cases of violence against children and women, and as
many as 150 cases were recorded. The city of Depok is also in fifth place with
the highest number of cases recorded compared to other regions in West Java.
Based on Detikjabar's article, Bekasi and Depok are on the list of the highest
cases of child abuse in West Java.
There are 80
schools running CFS in Depok City. CFS is
described as a school that protects children from violence, discrimination, and
other mistreatment and supports children's participation, especially in
planning, policy, learning, supervision, and complaint mechanisms related to
the fulfillment of rights and protection of children in education. The
existence of the CFS Program has not been able to
suppress the number of cases that befell children optimally.
In August
2021, at the start of the new 2021-2022 school year, researchers conducted
observations at several public junior high schools in Depok, West Java. They
found several things related to implementing the CFS
Program in these schools. Generally, these schools are more directed to the
maximum service of children. The education unit guarantees the safety of
children and the availability of places for children to be free to be creative.
The availability of facilities, especially playgrounds and child health
services, is a priority. The need for toilets also needs to consider separating
the allocations for female and male students. Character strengthening gets more
opportunities if the CFS conditions are met. Students get the
freedom to play and express themselves. At school, children are free to get
educational services safely and comfortably without disturbance and are
supported by the availability of facilities and infrastructure. The initial
survey found that several indicators showed that the CFS
Program needed to be implemented optimally. This finding is one of the reasons
for the authors to conduct further studies.
Based on the
initial survey, they also revealed facts on the ground that most of the
community at school or other stakeholders needed to understand the CFS
Program. The initial survey was carried out by giving oral questions to several
educators, educational staff, parents, and students, as well as field
observations. Realizing the CFS Program must
prioritize aspects of individual and environmental health. Schools that run the
CFS Program guarantee and fulfill children's rights in
every aspect of life in a planned and responsible manner. The main principles
are non-discrimination of interests, the right to life, and respect for
children. As stated in article 4 of Law no. 23 of 2002 concerning child
protection states that children have the right to be able to live, grow,
develop, and participate pretty following human dignity and dignity and to
receive protection from violence and discrimination; participation is described
as the right to express opinions and have their voices heard (Rompas, 2017). Schools
implementing the CFS Program are schools that are open to
involving children in participating in all activities of social life and
encourage the growth, development, and welfare of children; 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 need special education (Ghasya, 2018).
This study
aims to find conformity or incompatibility between the way the program is
implemented regarding the CFS Program
accordance with what is in the Child-Friendly School Handbook, which is in the
Minister of Women's Empowerment and Child Protection Regulation No.08 of 2014
concerning Child-Friendly School Policy with what is in schools who have
implemented the CFS Program.
METHODS
This study evaluated the
implementation of the CFS program at
SMP Negeri Depok. The evaluation used is CIPP, by looking at how the schools
studied carried out the preparation, planning, implementation, and evaluation
stages, as well as the results in the implementation of the CFS Program. The method used is descriptive qualitative-data
collection methods through document checking, interviews, and observation.
RESULTS AND
DISCUSSION
Discussion: CFS
Program in Context Aspects
a. Discussion of Context: Juridical Basis
The documents
on the Juridical Basis in the public junior high schools studied received a
score of 2.4 in the Less category. Checking the Rules & Legislation documents
shows that the state junior high school in Depok already has adequate legal
instruments as a basis for implementing the CFS Program, but
does not yet have the completeness such as a Written Commitment as stated in
the Guidebook:
Written
Commitment is a prerequisite so that it becomes a reminder for the school
community, the most important legal umbrella document, namely the Minister of
Women's Empowerment and Child Protection Regulation Number 8 of 2014 concerning
Child Friendly Schools has not been neatly arranged. The Handbook for
Implementation of the CFS Program is also not fully available. It
should be remembered that not all the schools studied were lacking in the
availability of documents on the juridical aspect, however most of them did not
have sufficient documents available. There
are still two ways to collect and store documents, namely in the form of soft copy and hard copy. Ideally, everything should have a hard copy because it is more authentic and easier to access.
b.
Context Discussion: Vision & Mission
The results of
checking the vision & mission documents and interviews at the public junior
high schools studied after being converted received a 3.1 rating of Enough. Checking documents for the
Vision & Mission area shows that the school already has a vision &
mission that is relevant to CFS policies or values. The basic principle regarding the essence of CFS is that within
the school environment, children get their rights and receive protection. The
school displays the vision & mission in a place that can be easily seen and
read. This is very important considering that both people in the school
environment and guests can know the vision & mission of the school. The
school for school members can be a reminder when looking at the existing
vision.
Checking
documents for the Vision & Mission area shows the vision & mission that
is relevant to CFS policies or values. The available vision & mission is the
school's vision & mission, not yet including CFS 's vision
& mission. In order to create the
vision & mission of the CFS Program, schools must understand and study the philosophical
foundations and contents of the CFS Handbook so that the spirit of CFS can be
embodied in the vision & mission.
The interviews
conducted showed that the school has a Vision & Mission. Vision &
mission are very relevant to the mandate of the CFS Program; where it is stated that school
should be a comfortable place for children's growth and development. Schools
are defined as schools that are safe, clean and healthy, care and have a cultured
environment, are able to guarantee, fulfill, respect children's rights and
protect children from violence, discrimination and other mistreatment and
support children's participation, especially in planning, policy, learning ,
supervision, and complaint mechanisms related to the fulfillment of rights and
protection of children in education.
In this
interview the Deputy Head of Secretary explained the vision & mission that
the school has, the Vision & Mission that the school has in accordance with
the values that exist in the CFS Program; but have not been able to
provide a detailed explanation of the vision & mission it has. The main
point is that the school pushes the goals of the program: to create a
comfortable school environment and atmosphere for children. The Vice Principal
also explained that the school has made every effort to implement the values
contained in the vision & mission.
In this
interview session it is hoped that the individuals involved in the world of
education will be able to formulate a vision & mission and be able to
translate it into technical guidelines.
c.
Discussion of Context: Program Objectives
From the
results of checking documents regarding Program Objectives, it was found that
schools had complete documents. Documents are in the form of soft copy and hard copy. Hard copy documents are
large and easy to read, but stored in bindex.
Hard copy documents will be better and more effective if displayed. The objectives of the CFS Program in the
schools studied are still the product of copy
pasting from the Manual. Goals have not been
made customized by considering the
conditions and circumstances that exist in schools.
From the
results of an interview with the Principal about the Purpose of Implementing
the CFS Program at Public Junior High Schools in Depok, it was explained
that the environment is safe and comfortable as a place to study. Because with
the availability of space and environment students will quickly absorb the
subject matter and make it easier for educators to teach kindness,
The objectives
of the CFS Program are in line with the goals of the school; so that when
the government organizes this program the school is very supportive. The Vice
Principal has not specified the goals to be achieved in the form of operational
verbs so that the level of achievement is difficult to measure. There is no
deadline for achieving the goal either. This is important considering that the
objectives must be described later at the strategic plan level, namely detailed
descriptions of the steps/actions to be taken in order to achieve the
objectives to be achieved.
The explanation regarding the objectives is not fully
directly related to the objectives listed in the implementation guidelines. As
quoted from the CFS Handbook, the purpose of implementing the CFS
Program in schools is so that schools can become safe, comfortable, and
conducive places for students to learn and develop, for teachers to serve, and
for parents of students as partners in educating students . Principals are able to explain objectives in general
that are relevant to existing guidelines, namely: building a shared commitment
among school members to develop the CFS
Program as a common need; Commitment is the basis for implementation.
The interview with the Deputy Head of
Secretary regarding the Program Objectives also provided a detailed explanation
regarding the reasons for the need to implement the CFS Program; however, the Deputy Chief of Secretary did not
systematically explain the reasons between obligations or because the program
was needed. For Program Objectives the score obtained is 3.4, so it is in the Enough
category.
d.
Discussion of Context: Program Targets
The Program
Target Document is in the program guide owned by the school. Program objectives
include which direction and what objectives are to be achieved by implementing
the related program. The points to be achieved are sorted systematically and
clearly, so that achievement can be measured objectively.
The
determination of targets in the schools studied did not clearly state the time
period required to achieve the Program Targets. The document also does not
include concrete and strategic steps to achieve the goals to be achieved.
Principals who
were interviewed in public schools explained that the target to be achieved is
that within the next 1 year the schools will be able to fully implement the CFS Program. The
school synergizes well with all the communities in the school and coordinates
with supervisors. The input and guidance provided by the supervisors is one of
the references in improvement. In this interview the principal has not
explained the steps or stages in supervising the achievement of the targets to
be addressed.
Interviews with
the deputy principal of the school got an explanation that the school
coordinates with the teachers to ensure that all the goals to be achieved can
be realized. The main task of the vice principal is to ensure that education
personnel understand the program objectives and the method or process for
achieving these goals. The Deputy Head of the Secretariat has the task of
working closely with teachers in implementing the program, and must also ensure
that education staff understand the goals to be achieved and the methods and
processes for achieving these goals. From document examination and interviews
at the public junior high schools studied, an average result of 3.1 was
obtained which was categorized as sufficient.
e.
Discussion of Context: Work Procedures
Work procedures
are very important so that work executors can carry out tasks clearly and
confidently, work orders are mostly conveyed orally. This method is effective
and clear, but has difficulties for document storage. The results of the check
show that the Work Procedure Document is still very minimal. Existing documents do not include points regarding the steps
taken.
From the results of research in public junior high schools that were studied, the average
results
2.4 categorized Less.
f.
Context Discussion: Program Implementation Guidelines
Interview
Program
Implementation Guidelines have been prepared based on references from the
government through the ministry. Instructions for implementing the program are
made in general terms. The principals interviewed did not provide clear and
systematic instructions on how, who did what. The flow chart workflow is not yet available. Teachers have been
encouraged to explore the available references and from the existing
explanations the teachers jointly study the contents of the instructions so
that interpretation and understanding are relatively the same. Preparation,
implementation, monitoring, reporting, and evaluation are carried out based on
existing guidelines. From the results of research at the state junior high schools studied, the average result was 3.6 categorized as Good.
g.
Discussion of Context: Work Plan
The planning
document exists, this document is one of the results of the work meeting
activities. Findings from checking in the field show that not all schools make
careful planning in a form that is easy to understand. Most of the schools
studied did not have work plans based on implementation duration, namely: Short
Term Plans, Medium Term Plans, and Long-Term Plans. There are problems or
failures, either due to internal or external factors. There is no Plan A or Plan B. Anticipation of existing risks is very important given the
conditions and situations that are not always conducive to the plans made. But
at least the completeness of this document is in the form of soft copy. The Work Plan will be better if it is in printed form and clearly
displayed.
The school held
a Working Meeting with the teacher council in preparing the Work Plan for the CFS Program. The
meeting was held before the new school year started. Interviews with Principals
found that the working meetings held were more in the areas of preparation/curriculum,
teaching and learning activities, assessments, projects, and reporting. This
meeting did not specifically discuss matters relating to the CFS Program. The CFS Program work plan does not include major plans such as:
comparative studies, seminars,
projects, competitions/competitions related to the objectives of the CFS.
At the
direction of the Principal, the Vice Principal and the Teacher Council held a
Work Meeting to prepare matters relating to the implementation of the CFS
Program. Before the school year begins, the school holds a working meeting
which is chaired directly by the school principal and assisted by the vice
principal in preparing matters relating to the implementation of the CFS
Program. The schools interviewed at the working meeting did not specifically
discuss the main points of the CFS Program. From the research results of the
countries studied, the average result is 3.6 which is categorized as Good.
h.
Context Discussion: Team Structure
Upon checking the document, it was found that the Child
Friendly School Program Team Structure existed and was installed in the school.
The CFS Development Team at
the public junior high schools studied had an average result of 3.4, which was categorized as Fair .
Discussion:
RSA Program on Process Aspect
a. Discussion of Input:
Resources
Document
checking on the Staff Name List along with supporting data is available and
installed.
This list contains
names, educational background, date of birth, and positions held. The documents
studied were not updated either at a
certain period or every time there was a change, so when matched with actual
conditions there were some that were out of sync. The document checking did not
find a Need Analysis to identify in
which areas resources need to be improved, what types of training are needed,
what targets will be achieved. On checking the List of Team Members who are
directly involved in the CFS Program is available. The list is made based on the abilities, experience and skills
possessed by the staff; so that it will be maximized in carrying out its
duties.
Examination in
the public junior high schools studied in the Decree that assigns staff to
assignments/placements in the CFS Program Structure is available. The decision/assignment letter
does not yet detail the duties and responsibilities of the staff. According to the Principals, schools
have prepared human resources, facilities, and environmental conditions. This
provision is based on the needs in the field and the availability of existing
facilities. We maximize human
resources, while we try to use what is available. For school resources, create a system that is as efficient as
possible considering that the implementation of this program does not require
additional personnel. The principal knows the resources exist well and can be capital to map needs.
In general,
schools have provided the resources needed to run the CFS Program. Principals are active in socializing the CFS Program and
the stages for implementing it in the field. Although not many, there are additional facilities related to the
implementation of the program.
Schools have
done their best to ensure the availability of the resources needed, both in
terms of people and facilities to run the CFS Program. The school principal also conducts training for deputy principals
and educators regarding the program and its implementation in the field. Socialization is carried out both to the school
community and parents of students. Principals carry out this activity online (online) considering the conditions and
effectiveness factors. Training is given periodically, considering there is a lot of
material and it is necessary to ensure a common understanding of the program. Assignments
were also given to educators to study program implementation instructions.
Socialization is carried out both to parties involved directly or indirectly.
Socialization is more emphasized on the understanding of the program being run Training is given regularly, especially to staff at schools. The
training material is more about understanding the program, how to behave,
speak, and handle problems that exist in students.
Interviews with
parents of students in the public junior high schools studied found that
parents were invited by the school when they were given an explanation about
the program being run by the school. The socialization was carried out online considering the large
number of participants and the situation which was not yet possible (Covid-19). The children were happy because
the teacher said they were good and did not get angry or give them punishments.
The treatment of teachers is fairer and the willingness to be close to students
is increasingly evident. The school invites parents of students to provide
input regarding seminars or lectures related to how to educate children.
Parents are also often involved in school events. This method is very good so that students have a positive
perception that the school and parents are collaborating in implementing the
program.
Parents of
students hope that this program will continue and get better, because they feel
calm when their children go to school. This program really appreciates the
existence of students and provides opportunities for them to realize their
potential. Explanations are given online given the conditions that are not yet
conducive if the activity is carried out face to face. The school provides a
detailed and detailed explanation of the CFS Program and
conducts question-and-answer interactions so that it has a complete and
complete understanding. The children are happy because their friends and
teachers are doing well. Training by the school
for teachers makes teachers much better at maintaining good interactions with
students. Schools and parents give appreciation to students who behave well.
Some of our activities as parents are also often involved, such as on national
holidays, they are very supportive of this program being fully implemented,
considering that this program really accommodates what children need for a good
school. We hope that the school program will run smoothly and the children will
have more fun at school.
The school has
a list of existing and complete names of employees including name, date of
birth, educational background, years of service, and positions held. Complete
list of Land and Building documents, apart from being informative, this list is also a legal document for schools. From the results of research at the public
junior high schools studied, the average result was 3.0 categorized Enough.
b. Discussion of Input:
Facilities and Infrastructure
Document
checking at the public schools studied found that the inventory list of school
assets and goods existed and was complete. The school labels items that contain
data on the type of goods and the year of procurement. Data on goods is backed up in the inventory book. There
are some items that are not recorded, especially small items. From the results of research at the public
junior high schools studied, the average result was 3.2 categorized Enough.
c. Input Discussion:
Administration Readiness
Meeting list
sheet exists and is complete. This list includes the
names of meeting participants and the date and time of the meeting. Minutes of meeting results exist and are complete containing
important points discussed during the meeting. Questions and answers as well as decisions taken are also
contained in the minutes of the meeting. The school prepares forms that
support both documentation and preparation.
Interviews were
conducted with the vice principal of the school to obtain additional
information. Explanation from the vice principal of the Administrative Section
of the school carrying out main tasks, but all staff are involved in supporting
and assisting both in preparation and in implementation. In general, those who
run the Administration Section are assisted by all staff.
Interviews were
also conducted with educational staff who explained that educational staff
jointly assist the Administration Section in preparing and carrying out
administrative matters. Teaching staff all assist the Administration Section in
preparing administration. Under the coordination of the vice principal, we
ensure that administrative readiness can be completed.
Field
observations were carried out in the schools studied. Arrangement and availability of complete and neat Administrative
Documents.
Documents are
classified based on several criteria. Administrative Documents are utilized
properly and correctly; considering that some documents are confidential, not
all of them can be accessed. From research in public
junior high schools that were studied the average result was 3.4 categorized Enough.
d. Input Discussion:
Budget
From checking
the documents in the schools studied, the schools have made RKAS. The budget is
made in such a way as to suit needs, availability of funds, the school prepares
forms that support both documentation
and preparation.
Interviews were
also conducted with Principals. The explanation
obtained is how the RKAS is prepared, the use of funds, documentation, and
reporting. The school prepares forms that
support both documentation and preparation. From research in public junior high schools that were studied, the
average result was 2.6, which was
categorized as
sufficient.
Discussion:
RSA Program on Product Aspects
a.
Product
Discussion: Supervision
From checking
the documents in the Case Book Records filled in and describing the existing
problems along with follow-up. In the Follow-up notes, it is explained how the
problem was handled and the progress of the problem.
Interviews with
the deputy principal of the school obtained an explanation that the school
always coordinates and discusses, especially discussing problems that may exist
and their follow-up. The CFS Program Core Team and other teachers. They collaborate in planning and implementation in the field. High awareness of the importance of program implementation makes
the collaboration very solid. They carry out pickets regularly to ensure that
potential problems can be detected, and if there are problems, they are
correctly handled. The actions taken depend on the type of problem, the
background of the problem, how the problem occurred, and the individual's
response to the problem.
Picket
regularly to ensure that potential problems can be detected and if there are
problems appropriately handled.
Actions depend on the
type of problem, the background of the problem, how the problem occurred, and
the individual's response regarding the existing problem. Observations made on
student behavior describe actual conditions in the school environment. From the
observations, it was also seen that the staff carried out picket activities
intensely. Students behave politely, and the implementation of 5S is obvious.
The staff ensures that students behave according to existing regulations and
give warnings if someone violates or has the potential to harm himself and
others.
Observations
were also made on the teacher's approach to students; the teacher looked
friendly and paid attention to students. Communication occurs both inside and
when seen outside the classroom, such as when children play during recess or in
the canteen, on the field, and in the prayer room. From the observations of the
teacher's approach to students in the public junior high schools studied, the
average result was 3.4, categorized
as sufficient.
b.
Product
Discussion: Results Monitoring
A complete and
neat picket schedule document is available. The picket schedule is adjusted to
the teacher's time availability. In the schedule, only replacement officers can
attend if the name listed can. There is a schedule of activities for program
socialization. The schedule is made by allocating socialization time for all
classes and is fully available. Interviews with teaching staff were explained
that they made observations in the field and recorded actual conditions in the
field. Existing records will be followed up and become one of the references in
the evaluation for improvement. Observations of the treatment of education
staff towards students show that the atmosphere of interaction is clearly
illustrated, mutual respect. From monitoring observations in the field,
education staff treat students well. Communication looks natural and far from
the impression of a killer teacher. From the results of observing how education
staff treat students at the State Junior High Schools that are taught, the
average result is 3.0 in the Enough category.
c.
Product Discussion:
Program Results Reporting
The Program
Report Book exists but needs to be completed. The information provided needs to
describe the reporting criteria fully. The report does not include criteria as
contained in the guideline.
Schools provide
reports, but the contents of reports sometimes need to be completed, so parents
do not get a complete picture of the results of program implementation. There
was a report at the time parents were collected, and in writing, at least there
was a narrative report card. Every semester we were given a report; a narrative
report card was distributed: it contained not only academic development but
also behavioral matters. We are getting reports. There is a report at the time parents are collected, and in
writing, at least, there is a narrative report card every semester.
Observations on
the Reporting of
Program Results in schools get
an illustration that the reporting is carried out systematically. They start with the teacher filling out the report book. This report is complete including notes that require special handling. Subsequent reports will be checked by the principal and approved
for the relevant services and the parents of the students. From observations at the public junior high schools studied, the
average result was 3.5, categorized as Enough.
d.
Product Discussion:
Evaluation
The document on
the Evaluation Sheet, which is filled with the results of the previous
evaluation, also contains points stating corrective actions. The Evaluation
Sheet is available and contains the aspects to be evaluated, the evaluation
mechanism, and the follow-up on the evaluation results.
Checking the
documents on the Filled Evaluation Sheet from the previous evaluation results,
also containing points stating corrective actions. A complete evaluation record is beneficial for improvement and a
reference for further evaluation. Achievement can be seen from the completed
and detailed evaluation sheet.
Interviews with
educators obtained an explanation that the school carried out an evaluation.
Evaluation is carried out by the Principal and Deputy Head Secretary. Parents
of students are invited to provide input for program improvement. The school
conducts an evaluation led by the school principal involving stakeholders.
Observations on
the implementation of the evaluation get an illustration that the evaluation is
carried out both through briefings and in the form of discussions. Program
planning is explained and matched with implementation in the field. From the
observations in the public junior high schools studied, the average result is
3.3, categorized as sufficient.
The
context aspect
was an average of 3.2, meaning that the preparations and references used
in running the program had been carried out. This value is equivalent to Enough.
This value is still in the low category considering there is still a need for
more preparation related to program knowledge. The depth of knowledge regarding the vision &
mission of the program and several other prerequisites needs to meet the
criteria.
Input aspects obtained an average value of 3.1; planning in
this program has been done and is sufficient. Enough category in this
area indicates that the program has been planned. However, planning must still
be systematic and refer to standard planning patterns. Anticipation of plans
and strategies for execution have yet to be seen explicitly in planning.
In the
process being carried out, the application in the field can be seen; value on
the Process aspect, the mean of 3.1 describes how the
program is implemented. The Enough category at this stage describes the
need for more coordination implementation. The documentation aspect at this
stage still needs to be improved.
In the Product
aspect, the CFS Program is running well, considering that
students get their rights as individuals and students. The school community has
described a safe and comfortable atmosphere. In this aspect, the Public Middle
School in Depok gets an a1verage score of 3.3 and is in the Fair category.
Good relationships in everyday life, inside and outside the classroom, must be
supported by good administration.
The school
has made every effort to make the school the right place for students; the
school is a home away from home. Overall, the total average score was obtained
in 3.2 categories Enough.
CONCLUSION
Based
on evaluation research on the Child-Friendly School Program at Public Middle
Schools in Depok City, West Java, it can be concluded that careful and thorough
preparation and planning are essential to run the program well. In addition,
running the program requires a strong commitment from all parties involved and
the provision of a comprehensive understanding, intense training, and strict
supervision. The evaluation shows that for the context aspect, input aspect,
and process aspect, the average results obtained are in the enough category,
while for the product aspect, the average results obtained are in the good
category. Therefore, the overall evaluation resulted in the Adequate category
for implementing the Child-Friendly School Program at Public Middle Schools in
Depok City, West Java. In order to improve and enhance program implementation,
recommendations need to be provided to improve program preparation, planning,
and strategy, as well as increase shared commitment and a more comprehensive understanding.
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