Show simple item record

dc.contributor.authorRohmadheny, Prima Suci
dc.contributor.authorSaputra, Wahyu Nanda Eka
dc.date.accessioned2018-07-30T01:53:45Z
dc.date.available2018-07-30T01:53:45Z
dc.date.issued2018-04
dc.identifier.citationNews.detik.com, 2011. 15 Kasus Diskriminasi Pendidikan terhadap Anak di Sumut [WWW Document], n.d. . detiknews. URL https://news.detik.com/ read/2011/07/23/151626/1687827/10/15- kasus-diskriminasi-pendidikan-terhadapanak- di-sumut (accessed 3.10.18). Ahmad, S., Muharom, F., Ag, M., 2017. Upaya Kepala Sekolah dalam Mewujudkan Sekolah Ramah Anak Di SDIT Nur Hidayah Surakarta Tahun Pelajaran 2016/2017. PhD Thesis. IAIN Surakarta. Amalia, T.F., Sayekti, I.C., 2016. Implementasi Sekolah Ramah Anak dalam Rangka Menghadapi Masyarakat Ekonomi Asean Di SD Islam Internasional Al-Abidin Surakarta. FKIP E-PROCEEDING 124–133. Arifin, S., 2016. Kota Layak Anak Berbasis Kesehatan. Berk. Kedokt. 12, 117–122. Artadianti, K., Subowo, A., 2017. Implementasi Sekolah Ramah Anak (SRA) pada Sekolah Percontohan Di SD Pekunden 01 Kota Semarang Sebagai Upaya untuk Mendukung Program Kota Layak Anak (KLA). J. Public Policy Manag. Rev. 6, 128–144. Chabbott, C., 2004. UNICEF’s Child-friendly Schools Framework: a desk review. N. Y. U. N. Child. Fund Google Sch. Deputi Tumbuh Kembang Anak, 2015. Panduan Sekolah Ramah Anak. Direktorat Pembinaan PAUD, 2015. NSPK: Petunjuk Teknis Penyelenggaraan PAUD Holistik Integratif di Satuan PAUD. Elyana, L., 2017. Kurikulum holistik integratif anak usia dini dalam implementasi self regulated learning. Pros. HIPKIN Jateng 2017 1, 1–7. Farida, E., 2015. Penyelenggaraan Program PAUD Holistik Integratif Melalui Kemitraan Dalam Meningkatkan Aspek Perkembangan Kognitif Anak Usia Dini. PhD Thesis. Universitas Pendidikan Indonesia. Farikah, F., 2016. Implementasi Model Child Friendly School (CFS) dalam Pembelajaran Bahasa Inggris (Studi Kasus Di SD Negeri Secang 1 Kabupaten Magelang), in: Prosiding Seminar Nasional” Optimalisasi Peran Pendidikan Dalam Membangun Karakter Anak Untuk Menyongsong Generasi Emas Indonesia”. Prodi BK dan PGSD FKIP UAD, pp. 546–549. Gill, T., 2008. Space-oriented children’s policy: Creating child-friendly communities to improve children’s well-being. Child. Soc. 22, 136–142. Hajar, P., Ambarwati, D.R.S., M Sn, R., Astuti, E.P., 2016. Pengembangan Pedoman Ruang Ramah Anak (Child Friendly Space) Berbasis Kearifan Lokal Untuk Fasilitas Pendidikan Anak Usia Dini. Handayani, A., Munawar, M., 2011. Peningkatan Kualitas Pos PAUD Melalui Pengembangan Program Holistik Integratif (Penelitian Tindakan Pada Pos PAUD Se-Kalurahan Penggaron Kidul). PAUDIA J. Penelit. DALAM Bid. Pendidik. ANAK USIA DINI 1. Harnanto, N., Utami, R.D., 2017. Implementasi Pendidikan Ramah Anak Untuk Meningkatkan Keaktifan Belajar Siswa Kelas Atas Di Sd Muhammadiyah Program Khusus Kottabarat Surakarta Tahun Pelajaran 2016/2017. PhD Thesis. Universitas Muhammadiyah Surakarta. Herawati, N., 2015. Pengembangan Gizi Dan Pangan Secara Holistik Dalam Mewujudkan Anak Usia Dini Yang Berkualitas. Indonesia, R., 2002. Undang-Undang Republik Indonesia Nomor 23 Tahun 2002 Tentang Perlindungan Anak. Kementerian Pemberdayaan Perempuan, Republik Indonesia. Komnas PA: Kasus Pelanggaran Hak Anak Meningkat di 2016 - Kompas.com [WWW Document], n.d. URL https://megapolitan.kompas.com/ read/2016/12/06/14062881/komnas.pa.kasus. pelanggaran.hak.anak.meningkat.di.2016 (accessed 3.10.18). Kristanto, K., 2011. Identifikasi model sekolah ramah anak (SRA) jenjang satuan pendidikan anak usia dini se-kecamatan Semarang selatan. PAUDIA J. Penelit. DALAM Bid. Pendidik. ANAK USIA DINI 1. Mami, H., Rukiyati, R., Andriani, L., Purwastuti, M., Bambang, S., Si, M., 2015. Pengembangan Sekolah Ramah Anak di Kawasan Pesisir Daerah Istimewa Yogyakarta. Margono, D.G., 2016. Pengembangan Anak Usia Dini Holistik-Integratif Mewujudkan Anak yang Sehat, Cerdas, Ceria dan Berakhlak Mulia. Bungamputi 3. Nur Rofi’ah, S., 2013. Implementasi Pendidikan Ramah Anak Dalam Pembentukan Karakter Siswa Kelas Rendah SD Muhammadiyah Program Khusus Kotta Barat Tahun Pelajaran 2013/2014. PhD Thesis. Universitas Muhammadiyah Surakarta. Osher, D., Kelly, D.L., Tolani-Brown, N., Shors, L., Chen, C.-S., 2009. UNICEF child friendly schools programming: Global evaluation final report. Wash. DC Am. Inst. Res. Rahayu, S., 2016. Stimulasi Sensorimotor Sebagai Layanan Holistik Integratif Unggulan di ECE INSTITUTION Terpadu Zaki’s Club Gemolong Kabupaten Sragen PhD Thesis. Universitas Muhammadiyah Surakarta. Republik Indonesia, 2013. Peraturan Presiden Republik Indonesia tentang Pengembangan Anak Usia Dini Holistik Integratif. Riggio, E., 2002. Child friendly cities: good governance in the best interests of the child. Environ. Urban. 14, 45–58. Rumtianing, I., 2016. Kota Layak Anak dalam Perspektif Perlindungan Anak. J. Ilm. Pendidik. Pancasila Dan Kewarganegaraan 27. Saputri, V.R.D., Rostyaningsih, D., Maesaroh, M., 2014. Analisis Perencanaan Kota Layak Anak di Kota Semarang. J. Public Policy Manag. Rev. 3, 182–191. Senowarsito, S., Ulumuddin, A., 2012. Implementasi pendidikan Ramah Anak dalam Konteks Membangun Karakter Siswa di Sekolah Dasar Negeri di Kota Semarang. Media Penelit. Pendidik. J. Penelit. Dalam Bid. Pendidik. Dan Pengajaran 6. Subiyakto, R., 2012. Membangun Kota Layak Anak: Studi Kebijakan Publik di Era Otonomi Daerah. Sosio Religia 10, 49–71. Tim, B.I.P., 2016. Undang-Undang Dasar Negara Republik Indonesia Tahun 1945. Bhuana Ilmu Populer. VIVA, P.V.M.B.-, 2017. Sepanjang 2017, Terjadi 95 Kasus Pelanggaran Hak Anak – VIVA [WWW Document]. URL https://www.viva. co.id/berita/nasional/991679-sepanjang- 2017-terjadi-95-kasus-pelanggaran-hak-anak (accessed 3.10.18). Widodo, H., 2017. Pendidikan Karakter Holistik Integratif di PAUD Terpadu ‘Aisyiyah Nur’aini Ngampilan Yogyakarta. Al-Athfal J. Pendidik. Anak 3, 135–150. Wise, S., 2001. Creating ‘Child- Friendly’communities: A Strategy To Reclaim Children From Risk. Aust. J. Soc. Issues 36, 153–167. Wright, C.A., Mannathoko, C., Pasic, M., 2009. Child friendly schools manual. UNICEF. Zahraini, D.A., Sabarini, S., 2013. Desain Pengembangan Anak Usia Dini Holistik Integratif PAUD Non Formal (Penelitian Research and Development di Pos PAUD Mutiara Kelurahan Lamper Lor Kecamatan Semarang Selatan). PAUDIA J. Penelit. DALAM Bid. Pendidik. ANAK USIA DINI 2.id_ID
dc.identifier.issn2503-5185
dc.identifier.urihttp://hdl.handle.net/11617/10196
dc.description.abstractEvery child possesses the same right, and it shall be fulfilled. The children possess rights to live, to grow, to develop, and to participate fairly under the human dignity and honor. Furthermore, without exception, every child is eligible for good education and protection from any kinds of violence and discrimination. Accordingly, all education institutions in Indonesia are expected to be able to fulfill the rights of children. An attempt to fulfill the children’ right in the school environment has been made by the Deputy of children’ growth and development of Ministry of Women Empowerment and Children Protection through the implementation of Child-Friendly School (CFS). The concept of CFS is defined as an adequate program to establish an environment that is safe, clean, attentive, healthy, cultured, right-fulfillment assuring, protective from any kinds of violence, discrimination and support the children’ participation mainly in planning, policy, learning, and supervision during the school-time. One of the forms of fulfillment and the protection of children’ right in The Early Childhood Education Institution (PAUD) is the integrative-holistic program (IH). IH program consists of the services of education, health, nutrition, childcare, and discrimination-free protection for all children. Those scope of services are the attempts of the children’ whole, comprehensive, and integrated right fulfillment. This program has been regulated on the Regulation of Minister of Education and Culture about the National Standard of PAUD and becomes the determinant part of PAUD service' quality which has been mentioned in the national PAUD accreditation standards. Thus, IH program is the manifestation of the implementation of CFS concept in Early Childhood Education.id_ID
dc.language.isoen_USid_ID
dc.publisherThe 2nd International Conference On Child-Friendly Education (ICCE) 2018id_ID
dc.subjectChild-Friendly Schoolid_ID
dc.subjectEarly Childhood Institutionid_ID
dc.subjectIntegrative-Holisticid_ID
dc.titleIntegrative-Holistic Program: a Manifestation of CFS (Child-Friendly School) Implementation in Early Childhood Education Institutionid_ID
dc.typeArticleid_ID


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record