THE APPLICATION OF CHILDREN'S FRIENDLY SCHOOL PROGRAM AS AN EFFORT TO PREVENT THE POTENTIAL OF RADICALISM IN EDUCATION (Case Study at SMP Negeri 1 Kalasan Sleman)

Abstract

This research is motivated by the phenomenon of violence that often occurs in the educational environment, which tends to position students as victims of such behavior. The experience of students towards the violent behavior they experience, whether physical, psychological, verbal, or sexual abuse, has the potential to make students adopt radical values ??in the future, which are manifested by violent behavior, racism, and intolerance towards social diversity. The purpose of this research is to find out and explain the implementation of the Child Friendly School program at SMP Negeri 1 Kalasan, as an effort to prevent the potential of radicalism since this time through the role of educational institutions. This type of research is qualitative descriptive analytical, using a phenomenological approach. In collecting data, the author uses three methods, namely: (1) observation, (2) documentation, and (3) in-depth interviews. Data analysis uses Miles and Huberman's data analysis techniques, which include three activities, namely: data reduction, data presentation, and drawing conclusions or verification.

The results of this study indicate the following: First, the process of implementing the Child Friendly School program at SMP Negeri 1 Kalasan, carried out through the ethnopedagogy paradigm. The implementation effort has been proven to have an impact on several aspects, such as the emergence of awareness of school residents to behave kindly towards students, to cultivate child-friendly behavior in the educational environment, and at the same time increase active participation from the local community, in the success of a child-friendly culture in the educational environment. Second, the implementation of the Child Friendly School program, carried out through four stages, namely: the preparatory stage to identify the basic potential of the school, the planning stage to compile the school program in accordance with its basic potential, the implementation phase where the school implements the program that has been determined collectively, and the evaluation stage namely the process of measuring the results of implementation with a predetermined program planning. Third, through the child-friendly school program, students are introduced to the values ??of love, appreciation, empathy, sincerity, tolerance, and others. These values, are considered to be the main capital in preventing the potential for radicalism of students from an early age.