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All Journal Jurnal Pendidikan Sosiologi dan Humaniora Jurnal El-Hamra : Kependidikan dan Kemasyarakatan
Nur Liya Fitriyani
Universitas Jenderal Soedirman
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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TEACHER’S STRATEGY IN PREVENTING ACTS OF VIOLENCE THROUGH THE CHILD-FRIENDLY SCHOOL PROGRAM Nur Liya Fitriyani; Tyas Retno Wulan; Mintarti Mintarti
Jurnal Pendidikan Sosiologi dan Humaniora Vol 14, No 2 (2023): Edisi Oktober 2023
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/j-psh.v14i2.66532

Abstract

Although regulations regarding child-friendly school policies have been made by the government since 2014. However, the reality is that we often find cases of violence against children in educational institutions covered by social media. Cases of violence that often occur in educational institutions include physical violence, sexual violence, and psychological violence. In this study, researchers were very interested and wanted to research teacher strategies for preventing acts of violence through child-friendly school programs. This aims to map teacher strategies from the results of research on child-friendly schools that have been conducted by several previous researchers. This study uses a qualitative approach with the method of a literature review or literature study. It is hoped that the results of this strategy mapping can be put to good use in the future by educational institutions in Indonesia to implement a child-friendly school program. The results of the study show that educational institutions that have implemented a child-friendly school program have tried to follow the rules by the six standard indicators set by the government. Teachers are required to carry out fun learning, invite students to actively participate, also provide more educational punishments if students make mistakes. Several educational institutions are also innovating by creating literacy activities, clean Fridays, strengthening character education, creating educational content for children through social media, and providing counseling services that students and parents can access.
IMPLEMENTASI PENDIDIKAN MULTIKULTURAL DI SD 3 BAHASA PUTERA HARAPAN PURWOKERTO Nur Liya Fitriyani; Wendhika Oktariani; Ema Isnaini Agustin; Lisnawati Lisnawati
Jurnal El-Hamra : Kependidikan dan Kemasyarakatan Vol. 8 No. 3 (2023): Jurnal El-Hamra : Kependidikan dan Kemasyarakatan
Publisher : CV. Amerta Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62630/elhamra.v8i3.257

Abstract

Pendidikan dianggap sebagai aset besar dalam membentuk manusia Indonesia yang memiliki kesadaran akan pentingnya persatuan dan kesatuan bangsa, namun tantangan besar terletak pada bagaimana mengimplementasikan pendidikan multikultural yang efektif. Sekolah SD 3 Bahasa Putera Harapan Purwokerto (Pu Hua School) merupakan contoh implementasi pendidikan multikultural, dengan menerapkan tiga bahasa yang berbeda dalam pembelajaran sehari-hari. Penelitian ini bertujuan untuk mengetahui hubungan sosial antarwarga sekolah di SD 3 Bahasa Putera Harapan dan hambatan yang dihadapi dalam mengimplementasikan pendidikan multikultural di SD 3 Bahasa Putera Harapan. Penelitian ini menggunakan metode kualitatif. Teknik pengumpulan data yang gunakan yaitu wawancara, observasi dan dokumentasi. Informan dalam penelitian ini yaitu kepala sekolah, guru, admin sekolah, dan siswa di SD 3 Bahasa Putera Harapan. Implementasi nilai pendidikan multikultural di SD 3 Bahasa (Pu Hua) ini dapat dilihat melalui hubungan sosial antarwarga sekolah, seperti hubungan sosial antarsiswa, hubungan sosial antarguru dan siswa, serta hubungan sekolah dengan orang tua siswa (wali murid). Adapun hambatan yang ditemui dalam proses pendidikan multikultural berasal dari faktor internal dan eksternal. Hambatan internal biasanya berasal dari kemampuan akademis siswa yang beragam, kemampuan adaptasi siswa, serta standar kulaifikasi guru yang tinggi. Sedangkan hambatan eksternalnya adalah pengaruh lingkungan dari peserta didik yang beragam. Selain itu, masih banyak orang yang menganggap bahwa sekolah tersebut adalah sekolah Cina dan sekolah khusus bagi orang kaya saja. Kata kunci: Pendidikan Multikultural , Hubungan Sosial , Implementasi
Co-Authors Ema Isnaini Agustin Lisnawati Lisnawati Mintarti Mintarti Tyas Retno Wulan Wendhika Oktariani