Program Sekolah Ramah Anak untuk Meningkatkan Mutu Pendidikan di SMP Labschool UNESA 2 Surabaya

Child-Friendly School Program (CFS) to Improve Education Quality at Labschool UNESA 2 Junior High School Surabaya

Penelitian ini bertujuan untuk mendeskripsikan implementasi Program Sekolah Ramah Anak (SRA) dalam meningkatkan mutu pendidikan di SMP Labschool UNESA 2 Surabaya. Penelitian ini dilatarbelakangi oleh maraknya kasus kekerasan dan bullying yang terjadi di satuan pendidikan, sebagaimana tercermin dalam berbagai laporan kekerasan terhadap anak di Indonesia, sehingga diperlukan upaya sistematis untuk menciptakan lingkungan sekolah yang aman, nyaman, dan ramah bagi peserta didik.

Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman yang meliputi tahap kondensasi data, penyajian data, dan penarikan kesimpulan. Proses implementasi Program SRA dianalisis menggunakan teori behaviorisme, yang mencakup 3 fokus utama yaitu pencegahan kekerasan dan bullying, pemenuhan hak anak, serta  penerapan penguatan positif  

Hasil penelitian menunjukkan bahwa implementasi Program Sekolah Ramah Anak (SRA) di SMP Labschool UNESA 2 Surabaya berjalan secara terstruktur dan berkelanjutan. Pertama, program SRA berperan dalam pencegahan kekerasan dan bullying melalui pembentukan tim Pencegahan dan Penanganan Kekerasan di Sekolah (PPKS), revisi tata tertib secara partisipatif, deklarasi anti-bullying, serta kegiatan sosialisasi SRA dan parenting yang melibatkan orang tua. Kedua, implementasi SRA menunjukkan komitmen sekolah dalam pemenuhan hak-hak anak, baik melalui penyediaan sarana prasarana yang ramah anak maupun perilaku pendidik dan tenaga kependidikan yang humanis, empatik, dan menghargai perbedaan. Hal ini diperkuat oleh hasil instrumen perilaku positif pendidik dan tenaga kependidikan, kuesioner kenyamanan peserta didik, serta pemberian rapor karakter secara rutin sebagai bentuk evaluasi berkelanjutan. Ketiga, sekolah telah menghapus sistem punishment tradisional dan menggantinya dengan pendekatan disiplin positif, di mana siswa yang melanggar tata tertib dibina melalui layanan Bimbingan dan Konseling serta diberikan konsekuensi edukatif seperti kegiatan kerja bakti dan tanggung jawab menjaga kedai sekolah, yang bertujuan menumbuhkan rasa tanggung jawab dan perubahan perilaku yang lebih positif.

Dengan demikian, dapat disimpulkan bahwa Program Sekolah Ramah Anak di SMP Labschool UNESA 2 Surabaya berkontribusi positif dalam meningkatkan mutu pendidikan, khususnya dalam menciptakan iklim sekolah yang aman, nyaman, dan mendukung perkembangan karakter peserta didik secara optimal.

This study aims to describe the implementation of the Child-Friendly School Program (CFS) in improving the quality of education at  Labschool UNESA 2 Junior High School Surabaya. This study was motivated by the prevalence of violence and bullying cases in educational institutions, as reflected in various reports of violence against children in Indonesia, thus requiring systematic efforts to create a safe, comfortable, and friendly school environment for students.

This study uses a qualitative approach with a case study research type. Data were collected through interviews, observations, and documentation, then analyzed using the Miles and Huberman model, which includes the stages of data condensation, data presentation, and conclusion drawing. The implementation process of the CRS Program was analyzed using behaviorism theory,, which includes three main focuses: the prevention of violence and bullying, the fulfilment of children's rights, and the application of positive reinforcement.

The results of the study show that the implementation of the Child-Friendly School (CFS) Program at  Labschool UNESA 2 Junior High School Surabaya is structured and sustainable. First, the CFS program plays a role in preventing violence and bullying through the formation of a School Violence Prevention and Handling Team (SVPH), participatory revision of school rules, an anti-bullying declaration, and parenting socialization activities involving parents. Second, the implementation of CFS demonstrates the school's commitment to fulfilling children's rights, both through the provision of child-friendly facilities and infrastructure and the humanistic, empathetic, and respectful behavior of educators and educational staff. This is reinforced by the results of the positive behavior instrument for educators and educational staff, the student comfort questionnaire, and the routine provision of character reports as a form of continuous evaluation. Third, the school has abolished the traditional punishment system and replaced it with a positive discipline approach, where students who violate the rules are guided through Guidance and Counseling services and given educational consequences such as community service activities and the responsibility of looking after the school shop, which aims to foster a sense of responsibility and more positive behavioral change.

Thus, it can be concluded that the Child-Friendly School Program at Labschool UNESA 2 Junior High School Surabaya contributes positively to improving the quality of education, particularly in creating a safe, comfortable school climate that supports the optimal character development of students.