(Re)Construction of Child-Friendly Schools to Prevent Bullying

Authors

  • Siany Indria Liestyasari Universitas Sebelas Maret, Indonesia

DOI:

https://doi.org/10.33394/jk.v11i2.14988

Keywords:

Bullying, Behaviorism, Constructivism, Child Education Policy.

Abstract

This study aims to analyze how the construction and reconstruction of the implementation of Child-Friendy School (CFS) policies in bullying prevention are unique in each school by using the theoretical approach of behaviorism and social constructivism. This study uses a case study method with a qualitative approach involving three senior high schools located in Surakarta, Indonesia. The informants were teachers, principals, and students in child-friendly schools. The research instrument used unstructured interviews and school observations as well as focus group discussions with policymakers related to child-friendly schools. Data analysis techniques in this study were carried out interactively through the stages of data reduction, data presentation, and drawing conclusions. The results show that the implementation of CFS with a behavioristic pattern needs to be strengthened with a pattern of social constructivism because it is not significant enough to institutionalize CFS in schools, especially in efforts to prevent bullying. The recommendations submitted are conducting a needs analysis according to the conditions of each school by stakeholders, building student character through the student literacy humanity movement, and rootdays activities so that students have experience, thought construction and tolerance attitudes towards diversity. The above makes child-friendly schools can be a strategy to prevent bullying.

References

Anwar, C. (2017). Teori-teori Pendidikan. IRCiSoD.

Barrett, A. M., & Barrett, A. M. (2007). Beyond the polarization of pedagogy : models of classroom practice in Tanzanian primary schools Beyond the polarization of pedagogy : models of classroom practice in. May 2013, 37–41. https://doi.org/10.1080/03050060701362623

Berger, P. L., & Luckmann, T. (1990). Tafsir Sosial atas Kenyataan: Sebuah Risalah tentang Sosiologi Pengetahuan. LP3ES.

Buchert, L. (1995). The concept of Education for All: What has happened after Jomtien? International Review of Education, 41(6), 537–549. https://doi.org/10.1007/BF01263146

Çobanoğlu, F., Ayvaz-Tuncel, Z., & Ordu, A. (2018). Child-friendly schools: An assessment of secondary schools. Universal Journal of Educational Research, 6(3), 466–477. https://doi.org/10.13189/ujer.2018.060313

Currie, C., Zanotti, C., Morgan, A., Currie, D., Looze, M. de, Roberts, C., Samdal, O., Smith, R. F. O., & Barnekow, V. (2012). Social determinants of health and well-being among young people. Health Behaviour in School-aged Children (HBSC) study: International report from the 2009/2010 survey.

Deputi Tumbuh Kembang Anak. (2015). The Guidance of Child Friendly School. Kementerian Pemberdayaan Perempuan dan Perlindungan Anak.

Djoehaeni, H., Agustin, M., Gustiana, A. D., & ‪Kamarubiani‬, N. (2020). A child-centered classroom program: An approach to promote child friendly schools. In Borderless Education as a Challenge in the 5.0 Society (pp. 252–259). Routledge.‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬

Erdianti, R. N., & Al-Fatih, S. (2020). Children Friendly School as the Legal Protection for Children in Indonesia. Varia Justicia, 16(2), 137–155. https://journal.unimma.ac.id/index.php/variajusticia/article/view/3725

Fitriah, N. (2022). Total Transformative Learning Model in Child- Friendly School. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 06(03), 856–867.

Gredler, M. E. B. (1986). Belajar dan Membelajarkan. Rajawali Pers.

Johnson, S., Hodges, M., & Monk, M. (2000). Teacher Development and Change in South Africa : A critique of the appropriateness of transfer of northern / western practice. Compare : A Journal of Comparative and International Education, October 2014, 37–41. https://doi.org/10.1080/713657456

Jesuiya, Dilani. 2022. Teachers’ Roles on Creating Child-Friendly Learning Environment in Pre-School. South Eastern University International Arts Research Symposium SEUIARS.

Julian, T. C., Nurhayatin, H. R., Sandhy, A. P., & Paramita, B. (2020). Design Classrooms’ Child-Friendly Schools’ Effective, Creative, and Innovative To Enhance the Success of Learning Process.

Lall, M. (2014). Critical Studies in Education Pushing the child-centred approach in Myanmar : the role of cross-national policy networks and the effects in the classroom. December. https://doi.org/10.1080/17508487.2011.604072

Leino, M. (2011). the Child Friendly School : an Idea Versus Reality. Problems of Education in the 21st Century, 29, 82–88. http://journals.indexcopernicus.com/abstract.php?icid=942641

Makwarela, M. C., Adu, E. O., & Mammen, K. J. (2017). The Intervention of Safe, Caring and Child-friendly School Policies on Social Construction of Violence in South African Secondary Schools. Kamla Raj Enterprises, 50(1–3), 8–13. https://doi.org/10.1080/09718923.2017.1311731

Maliki, Z. (2010). Sosiologi Pendidikan. UGM Press.

Mangestuti, R., Wahyuni, E. N., Aziz, R., & Zuhri, S. (2022). The Succesful of Student Well-Being Development Through Child-Friendly School Programs. 6(2), 315–324.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Method Sourcebook (3rd edition). Arizona State University.

OECD. (2018). PISA 2018 Results (Volume III) : What School Life Means for Students’ Lives.

Powell, M. A., Graham, A., Fitzgerald, R., Thomas, N., & White, N. E. (2018). Wellbeing in schools: what do students tell us? Australian Educational Researcher, 45(4), 515–531. https://doi.org/10.1007/s13384-018-0273-z

Rangkuti, S., Irfan, D., & Maksum, R. (2019). Analysis of Children’S Friendly School Policy Implementation in Secondary School 6 Depok. Spirit Publik, 14(1), 37–55.

Rivera Hernández, W. (2019). Participatory Ethnography for assessing Child Friendly School experiences in a village in India within the FINFIgATE project, 2017. http://www.theseus.fi/handle/10024/226513

Sriprakash, A. (2010). Child-centred education and the promise of democratic learning: Pedagogic messages in rural Indian primary schools. International Journal of Educational Development, 30(3), 297–304. https://doi.org/10.1016/j.ijedudev.2009.11.010

Subur, S., Nugroho, I., Nanang Qasim, M., Wahdah, M., Mujiwati, Y., Thomas, S., Alphonsa Jose, K., Aneesh Kumar, P., Yosada, K. R., Kurniati, A., Ebeh, H. N., Buchert, L., Çobanoğlu, F., Ayvaz-Tuncel, Z., Ordu, A., Cross, D., Waters, S., Pearce, N., Shaw, T., … Negeri, S. M. P. (2019). Child friendly school: principles and practices. Jurnal Pendidikan Edutama, 5(1), 75–81. https://doi.org/10.1080/02667363.2017.1385171

Suparno, P. (1997). Filsafat Konstruktivisme dalam Pendidikan. Kanisius.

Themane, M., & Osher, D. (2014). Schools as enabling environments. South African Journal of Education, 34(4). https://doi.org/10.15700/201412052055

UNICEF. (2005). Child Friendly Schools Manual. Unicef, 8.

Vavrus, F. (2009). International Journal of Educational Development The cultural politics of constructivist pedagogies : Teacher education reform in the United Republic of Tanzania. 29, 303–311. https://doi.org/10.1016/j.ijedudev.2008.05.002

Xiao, E., Sun, M., Lv, K., Zhu, X., & Jia, W. (2023). Development and validation of child-friendly school environment questionnaire from Chinese culture. Frontiers in Psychology, 14, 1288085.

Yin, R. K. (2013). Case Study (Design and Method) (p. 9). PT. Rajafindo Persada.

Downloads

Published

2025-06-25

How to Cite

Liestyasari, S. I. (2025). (Re)Construction of Child-Friendly Schools to Prevent Bullying. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 11(2), 577–587. https://doi.org/10.33394/jk.v11i2.14988

Issue

Vol. 11 No. 2 (2025): June

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.
Copyright
Authors who publish with JK agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
JK use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.