Institutional Repository UIN Sunan Kalijaga YogyakartaPERAN GURU PAI DALAM IMPLEMENTASI PROGRAM SEKOLAH RAMAH ANAK: STUDI KASUS DI SMPN 15 YOGYAKARTANIM.: 24204011031Khoirun NadirauthorThe widespread phenomenon of violence, bullying, and discrimination in educational environments demands a transformation of school culture towards a safe and inclusive environment through the Child-Friendly School (Sekolah Ramah Anak/SRA) program. As a pillar in shaping students' character and moral values, Islamic Religious Education (PAI) teachers play a crucial role in the success of this program. This study aims to analyze the forms of PAI teachers' roles, identify supporting and inhibiting factors, and understand the efforts of PAI teachers in overcoming obstacles in the implementation of the SRA program at SMPN 15 Yogyakarta. This study is a qualitative research using a case study approach. The primary subjects included PAI teachers, school principal/management, and students at SMPN 15 Yogyakarta. Data were collected through in-depth interviews, participant observation, and documentation. The data analysis technique employed an interactive model comprising data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The research results show that: (1) The SRA program concept at SMPN 15 Yogyakarta is already in line with local regulations and laws on child protection, through the formation of a special child-friendly team, implementation of the SRA program, and supporting facilities that ensure the fulfillment of rights, protection, participation, and the growth and development of children; (2) The role of Islamic education teachers in implementing SRA is manifested in being teachers who integrate child-friendly values into the curriculum/teaching modules, acting as mentors through a humanistic and inclusive learning approach, serving as role models of good character, acting as counselors and mediators, and promoting religious habits; (3) Supporting factors include school management support, collaboration among school members, teachers' commitment and readiness, as well as active parental involvement and adequate school facilities. Meanwhile, the inhibiting factors are the limited number of Islamic education teachers, external school environment, and students' diverse backgrounds; (4) The efforts of PAI teachers to overcome these obstacles are carried out by building collaboration and internal coordination among teachers, taking a personal approach to students, and attending training and workshops on child-friendly school programs.371.1 Guru, Tenaga Pendidik, Tenaga Pengajar2026-07-28UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis

For work being deposited by its own author: In self-archiving this collection of files and associated bibliographic metadata, I grant Institutional Repository UIN Sunan Kalijaga Yogyakarta the right to store them and to make them permanently available publicly for free on-line. I declare that this material is my own intellectual property and I understand that Institutional Repository UIN Sunan Kalijaga Yogyakarta does not assume any responsibility if there is any breach of copyright in distributing these files or metadata. (All authors are urged to prominently assert their copyright on the title page of their work.)

For work being deposited by someone other than its author: I hereby declare that the collection of files and associated bibliographic metadata that I am archiving at Institutional Repository UIN Sunan Kalijaga Yogyakarta) is in the public domain. If this is not the case, I accept full responsibility for any breach of copyright that distributing these files or metadata may entail.

Clicking on the deposit button indicates your agreement to these terms.