MANAJEMEN MADRASAH RAMAH ANAK DALAM MEWUJUDKAN LINGKUNGAN BELAJAR YANG AMAN DI MI MA’ARIF BEGO KABUPATEN SLEMAN YOGYAKARTA

Abdul Fazri Nurzaman, NIM.: 22104090100 (2026) MANAJEMEN MADRASAH RAMAH ANAK DALAM MEWUJUDKAN LINGKUNGAN BELAJAR YANG AMAN DI MI MA’ARIF BEGO KABUPATEN SLEMAN YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research was motivated by the importance of implementing a Child-Friendly Madrasah (Madrasah Ramah Anak/MRA) as an effort to create a safe, comfortable, and child-rights-based learning environment. MI Ma'arif Bego, Sleman Regency, has integrated the Child-Friendly Madrasah program into the curriculum, character-building activities, religious programs, and the Duta MI program. However, several challenges remain, including student supervision outside learning hours, the need for continuous character development, the less optimal implementation of the Duta MI program, and the influence of the surrounding environment. This study aims to describe Child-Friendly Madrasah management and the supporting and inhibiting factors in creating a safe learning environment at MI Ma'arif Bego, Sleman Regency. This study employed a qualitative method with a descriptive approach. The research subjects consisted of the principal, vice principals, teachers, parents, and fifth-grade students. Data were collected through interviews, observations, and documentation, and then analyzed using the Miles, Huberman, and Saldana model, which includes data condensation, data display, and conclusion drawing. Data validity was ensured through source triangulation and technique triangulation. The results indicate that Child-Friendly Madrasah management at MI Ma'arif Bego has been carried out through the functions of planning, organizing, implementation, and supervision. Planning was conducted by integrating Child-Friendly Madrasah policies into the vision, mission, work programs, and learning activities. Organizing was carried out through the existing madrasah organizational structure and supported by the Bullying Prevention and Handling Team. Program implementation was realized through morning habituation activities, congregational Duha prayer, child-friendly learning, extracurricular activities, character education, and the Duta MI program. Supervision was conducted through regular monitoring and evaluation of programs. Supporting factors include the principal's commitment, the role of teachers and educational staff, parental support, a religious school culture, and positive habituation programs. Inhibiting factors include limited facilities and infrastructure, the influence of the surrounding environment, limited supervision of students outside the madrasah, and the need to strengthen character development. In general, Child-Friendly Madrasah management at MI Ma'arif Bego has been implemented; however, improvements are still needed in supervision, character development, and the Duta MI program.

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