Evaluation of the Child-Friendly School Policy in Indonesia: Analysis of Effectiveness and Implementation Challenges
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| Title: | Evaluation of the Child-Friendly School Policy in Indonesia: Analysis of Effectiveness and Implementation Challenges |
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| Language: | English |
| Authors: | Hafidh 'Aziz (ORCID |
| Source: | Journal of Education and Learning (EduLearn). 2025 19(1):371-379. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Foreign Countries, School Policy, Policy Analysis, Program Evaluation, Program Effectiveness, Program Implementation, Childrens Rights, Inclusion, Teacher Student Relationship, Early Childhood Education |
| Geographic Terms: | Indonesia |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | This study aims to explore in greater depth the role of implementing child-friendly schools, parental involvement in enhancing the effectiveness of child-friendly school policies and practices, and evaluating the challenges that arise in the implementation of child-friendly schools. This qualitative descriptive exploratory research utilizes the content analysis method. Purposive sampling was used to select five teachers, including the headmaster, three parents, and forty-seven students who participated in this study. Data was collected through semi-structured interviews and non-participant observations to explore the policy and practice of the child-friendly school, focusing on affectiveness and challenges in the teaching and learning process. The research results highlight the importance of a comprehensive and inclusive approach to early childhood education (ECE) to support the effectiveness of child-friendly schools, as well as the importance of ongoing evaluation, adaptation, and collaborative efforts in implementing and maintaining child-friendly schools in globally quality ECE efforts. The implications of this study offer valuable insights for educators, policymakers, and researchers in improving and adjusting the child-friendly school model in various educational settings. This study contributes to the evolving discourse on child-friendly schools by providing understanding about the successes and challenges faced in a specific context. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457135 |
| Database: | ERIC |
| Abstract: | This study aims to explore in greater depth the role of implementing child-friendly schools, parental involvement in enhancing the effectiveness of child-friendly school policies and practices, and evaluating the challenges that arise in the implementation of child-friendly schools. This qualitative descriptive exploratory research utilizes the content analysis method. Purposive sampling was used to select five teachers, including the headmaster, three parents, and forty-seven students who participated in this study. Data was collected through semi-structured interviews and non-participant observations to explore the policy and practice of the child-friendly school, focusing on affectiveness and challenges in the teaching and learning process. The research results highlight the importance of a comprehensive and inclusive approach to early childhood education (ECE) to support the effectiveness of child-friendly schools, as well as the importance of ongoing evaluation, adaptation, and collaborative efforts in implementing and maintaining child-friendly schools in globally quality ECE efforts. The implications of this study offer valuable insights for educators, policymakers, and researchers in improving and adjusting the child-friendly school model in various educational settings. This study contributes to the evolving discourse on child-friendly schools by providing understanding about the successes and challenges faced in a specific context. |
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| ISSN: | 2089-9823 2302-9277 |
