- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- 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 (See The Effect of Open Access).
Implementasi Sekolah Ramah Anak untuk Membangun Nilai-Nilai Karakter Anak Usia Dini
DOI:
https://doi.org/10.31004/obsesi.v4i2.283Keywords:
sekolah ramah anak nilai-nilai karakter anak usia diniAbstract
Tujuan penelitian adalah mengkaji implementasi sekolah ramah anak di TK ‘Aisyiyah di Purwokerto dan mengembangkan konsep sekolah ramah anak berbasis nilai-nilai karakter anak. Pendekatan penelitian menggunakan pendekatan grounded theory. Subjek penelitian guru dan kepala sekolah TK ‘Aisyiyah 1 Purwokerto, TK ‘Aisyiyah Teluk Purwokerto Selatan dan TK Bantarwuni, Sumbang. Metode pengumpulan data menggunakan wawancara dan observasi. Analisis data menggunakan analisis komparatif konstan. Hasil penelitian menunjukkan ada tiga kategori dengan lima sub kategori yang berkaitan dengan implementasi sekolah ramah anak di Taman Kanak-kanak untuk mengembangkan karakter anak , yaitu kategori persiapan, perencanaan, pelaksanaan. Taksonomi konsep sekolah ramah anak adalah school-based character education, safe school environment, friendly school, inclusive school, religous school. Implikasi pembelajaran ramah anak adalah dengan menerapkan pembelajaran inklusif, pembelajaran ramah lingkungan, pendidikan sosial, pendidikan berbasis keadilan dan pendidikan berbasis agama.
Downloads
Download data is not yet available.
References
Abdullahi, H. U. (2017). Child Friendly Schools in Nigeria the Role of the Teacher. International Journal of Education and Evaluation, 3(6), 7–12.
Abu, L., Mokhtar, M., Hassan, Z., & Darmanita Suhan, S. Z. (2015). How to Develop Character Education of Madrassa Students in Indonesia. Journal of Education and Learning (EduLearn), 9(1), 79. https://doi.org/10.11591/edulearn.v9i1.768
Çobanoğlu, F., Tuncel, Z. A.-, & 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
Denzin, N. K., & Lincoln, Y. S. (2002). The qualitative inquiry reader. Sage.
Ekemezie, C. A., & Chinasa, S. (2015). Child Friendly Pedagogy for Sustainable Human Capacity Development in Nigerian Primary Schools. Journal of Emerging Trends in Educational Research and Policy Studies, 6(7), 217–224.
Emde, R. N., Biringen, Z., Clyman, R. B., & Oppenheim, D. (1991). The moral self of infancy: Affective core and procedural knowledge. Developmental Review, 11(3), 251–270. https://doi.org/10.1016/0273-2297(91)90013-E
Godfrey, E. B., Osher, D., Williams, L. D., Wolf, S., Berg, J. K., Torrente, C., … Aber, J. L. (2012). Children and Youth Services Review Cross-national measurement of school learning environments : Creating indicators for evaluating UNICEF ’ s Child Friendly Schools Initiative ☆. Children and Youth Services Review, 34(3), 546–557. https://doi.org/10.1016/j.childyouth.2011.10.015
Hajaroh, M., Rukiyati, Purwastuti, L. A., & Saptono, B. (2017). Analisis Kebijakan Sekolah Ramah Anak di Kawasan Pesisir Wisata. Yogyakarta: Penerbit Andi.
Iswantiningtyas, V., & Wulansari, W. (2019). Penanaman Pendidikan Karakter pada Model Pembelajaran BCCT (Beyond Centers and Circle Time). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 110. https://doi.org/10.31004/obsesi.v3i1.106
Juanda, J. (2019). Pendidikan Karakter Anak Usia Dini melalui Sastra Klasik Fabel Versi Daring. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 39. https://doi.org/10.31004/obsesi.v3i1.126
Makwarela, M. C., Mammen, K. J., & Adu, E. O. (2017). An Assessment of the Implementation of DoE and UNICEF Guidelines for Creating Safe , Caring and Child-friendly Schools : A South African Case Study An Assessment of the Implementation of DoE and UNICEF Guidelines for Creating Safe , Caring and Child-frien. Journal of Social Sciences, 50(1), 1–7. https://doi.org/10.1080/09718923.2017.1311720
Na’imah, T., & Dwiyanti, R. (2015). the Implications of School Well Being Model As Banyumasan Character. Asia Pasific Journal of Research, 1(XXX), 55–61.
Na’imah, T., & Pamujo. (2014). School well being pada anak didik di taman kanak- kanak. Sainteks, XI(2), 1–5.
Nata, A. (2010). Menejemen Pendidikan Mengatasi Kelemahan Pendidikan Islam di Indonesia (edisi 3). Jakarta: Prenada Media Group.
Risminawati, & Rofi’ah, S. N. (2015). Implementasi Pendidikan Ramah Anak dalam Pembentukan Karakter Siswa Kelas Rendah SD Muhammadiyah Program Khusus Kotta Barat Tahun Pelajaran 2013/ 2014. Profesi Pendidkan Dasar, 2(1), 9.
Thi Thanh Thai, M., Choy Chong, L., & Agrawal, N. M. (2012). The Qualitative Report Straussian Grounded-Theory Method: An Illustration. The Qualitative Report, 17(52), 1–55. Retrieved from https://nsuworks.nova.edu/tqr/vol17/iss26/2
Watz, M. (2011). An Historical Analysis of Character Education. Journal of Inquiry & Action in Education, 4(2), 34–53.
Downloads
Published
05-02-2020
Indexing Check
How to Cite
Na'imah, T., Widyasari, Y., & Herdian, H. (2020). Implementasi Sekolah Ramah Anak untuk Membangun Nilai-Nilai Karakter Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 747–756. https://doi.org/10.31004/obsesi.v4i2.283
Issue
Section
Articles
