PERAN GURU PAI DALAM IMPLEMENTASI PROGRAM SEKOLAH RAMAH ANAK: STUDI KASUS DI SMPN 15 YOGYAKARTA

Khoirun Nadir, NIM.: 24204011031 (2026) PERAN GURU PAI DALAM IMPLEMENTASI PROGRAM SEKOLAH RAMAH ANAK: STUDI KASUS DI SMPN 15 YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

Preview	Text (PERAN GURU PAI DALAM IMPLEMENTASI PROGRAM SEKOLAH RAMAH ANAK: STUDI KASUS DI SMPN 15 YOGYAKARTA) 24204011031_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (9MB) | Preview
	Text (PERAN GURU PAI DALAM IMPLEMENTASI PROGRAM SEKOLAH RAMAH ANAK: STUDI KASUS DI SMPN 15 YOGYAKARTA) 24204011031_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (28MB) | Request a copy

Abstract

The 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.

Share this knowledge with your friends :

Actions (login required)

View Item