Studi Deskriptif Penyebab Bullying di Sekolah Dasar: Refleksi Implementasi Modulab sebagai Model Sekolah Ramah Anak

Shodiq, Muhammad Jafar; Mahmudah, Mahmudah

doi:10.33086/cej.v1i2.1314

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…Cara ini dianggap cara mensiasati upaya mengetahui kondisi anak karena sebagai anggota masyarakat, anak dianggap investasi keluarga, sebagai jaminan tempat bergantung di hari tua(Rohmah Ismiatun, 2014). Shaeffer(Shodiq, 2019) menjelaskan adanya beberapa indikator Sekolah Ramah Anak yaitu : (a)Aturan Sekolah Ramah Anak (SRA); (b) Terlaksananya kurikulum; (c) tingginya pemahaman guru dan pegawai tenaga kependidikan tentang hak-hak anak; (d) Adanya sarana-prasarana Sekolah Ramah Anak; (e) Adanya keterlibatan anak, (f) Adanya keterlibatan orang tua, lembaga masyarakat, dunia usaha, pemangku kepentingan lainnya dan alumni. Hasil yang diperoleh dengan terlaksananya aturan Sekolah Ramah Anak (SRA) adalah terwujudnya kenyamanan dan kesenangan bagi peserta siswa di sekolah, berkurangnya kekerasan yang diterjadi pada siswa yang dilakukan oleh pendidik dan pegawai tenaga kependidikan, terbentuknya perilaku guru dan pegawai tenaga kependidikan yang berprespektif anak; membantu anak untuk berfikir dan bertindak benar untuk melakukan kewajibannya bukan takut sanksi atau hukuman, tetapi karna malu melanggar aturan bersama.…”

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Pengurangan Perilaku Bullying pada Sekolah Ramah Anak

Wardefi

Hidayat

Wiza

2023

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The background of this exploration is that schools are no longer a safe place from bullying and violence because the perpetrators are teachers, principals or friends. It is important to see examples of schools that are capable of being role models as Sekolah Ramah Anak (SRA), in this case MTsN 6 Padang. This research problem is to analyze the model of Child Friendly School (SRA) at MTsN 6 Padang, and the implementation of policies Child Friendly School (SRA) in reducing bullying at MTsN 6 Padang. The analysis theory of this study uses social fact analysis in Foucault's perspective. Foucault sees bullying as a target of power in the form of power and control relations in the field of education in schools. This exploration method system uses a qualitative with a descriptive type and case study approch. The results of the study show that the SRA model at MTsN 6 Padang is a Child Friendly Teaching Model (CFTM) based on 3P: Provision, Protection, and Participation. The implementation of the SRA policy in reducing bullying at MTsN 6 Padang is; 1) dissemination of anti-bullying, 2) preparation of a child's rights-based curriculum, 3) improvement of education of teachers and education staff, 4) completeness of child-friendly school facilities and infrastructure, 5) involving representatives of students as the implementing team, 6) increasing the participation of parents under supervision of child development.

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Pengurangan Perilaku Bullying pada Sekolah Ramah Anak

Wardefi

Hidayat

Wiza

2023

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“…Metode Rahmatan Lil Alamin (RLA) memberikan kenyamanan belajar melalui partisipasi siswa dengan tetap menjadikan guru sebagai keteladanan dan juga fasilititor proses pembelajaran. Hal ini didukung dengan teori yang disampaikan oleh M. Shodiq yang menyebutkan bahwa kondisi lingkungan sekolah yang tidak kondusif menjadi pemicu bullying di lingkungan sekolah[15]. Hal ini yang menjadikan tujuan penerapan metode RLA dengan mengkombinasikan beberapa kondisi dan media yang dimiliki SMPI Ketawang Gondanglegi Malang.…”

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Implementasi Metode Pembelajaran Pendidikan Agama Islam dalam Perspektif Konsep Rahmatan Lil Alamin

Hidayati¹,

Musnandar

2022

DIAJAR: Jurnal Pendidikan dan Pembelajaran

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Character education in Indonesia is designed as a systematic effort to instill the behavioral values of students related to God Almighty, oneself, fellow human beings, the environment, and nationality. The purpose of this study was to determine and describe the implementation of the Rahmatan Lil Alamin (RLA) method in Islamic Religious Education (PAI) subjects for character development in Ketawang Gondanglegi Islamic Junior High School Malang. This research method is a qualitative research method with analysis in the form of descriptive narrative. Researchers act as the main instrument, namely planners, implementers, data collectors, analyzers, and reporting research results. The research was conducted through the implementation of lesson plans which included preliminary activities, core activities, and closing activities. The results obtained indicate that the Rahmatan Lil Alamin (RLA) method is able to strengthen the character education of students at Ketawang Gondanglegi Islamic Junior High School Malang who prioritize the nature of Humanism by applying the values of tasaamuh, islah, muwathanah, taadlul dan musyawarah. The components or indicators needed in learning when implementing the PAI learning method based on Rahmatan Lil Alamin values are more focused on student activity in the learning process or can be called caliph, learning that prioritizes ukhuwah and creates an atmosphere of learning environment that is baldatun tayyibatun warabbun ghofur. The implementation of the Rahmatan Lil Alamin (RLA) method is able to provide comfortable learning through student participation while still making teachers as role models and also facilitators of the learning process.

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Studi Deskriptif Penyebab Bullying di Sekolah Dasar: Refleksi Implementasi Modulab sebagai Model Sekolah Ramah Anak

Cited by 2 publications

References 3 publications

Pengurangan Perilaku Bullying pada Sekolah Ramah Anak

Pengurangan Perilaku Bullying pada Sekolah Ramah Anak

Implementasi Metode Pembelajaran Pendidikan Agama Islam dalam Perspektif Konsep Rahmatan Lil Alamin

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