Child friendly school development model through strengthening of school culture in junior high school

  • Ajang Rusmana STKIP Persatuan Islam Bandung, Indonesia


This study is based on a school culture and Child Friendly School (CFS) which is an essential part of school activities undertaken by stakeholder of the school. CFS that are structured, systematic, and appropriate in accordance with the social, it positively contributes to the development of schools. Furthermore, it appreciate the student rights, the student health, the student safe, and the student satisfying.

Since the school culture conditions for each school are different, it is necessary to develop CFS model through the strengthening of school culture. Thus, this study was conducted at SMPN 3 Bayongbong in Garut. This study intends to investigate (1) identify the objective conditions of CFS implementation based on 8 National Education Standards, (2) know the role of school culture that has on the development of CFS, and (3) the hypothetical model development for CFS through strengthening school culture. The methodology of this study employs the framework developed by Borg & Gall (1988) with 3 stages of research that are preliminary study, model development, and model validation. The data were obtained through observation, study of documentation, questionnaire, and interview. In the model of validation test, this study was conducted treatment of students and teachers (quasi experimental).

The results showed: (1) the implementation of the SRA program at SMPN 3 Bayongbong Garut largely meets the criteria outlined by 8 National Education Standards, but the emergence of these criteria is not absolute and specifically programmed for CFS; (2) schools have developed various school cultures, but not yet optimal in implementing CFS; (3) in the implementation of SRA development model through strengthening school culture at SMPN 3 Bayongbong Garut implemented in 5 stages, namely: orientation and design stage, promotion and socialization stage, actualization stage, evaluation and reflection stage, and enculturation stage.