Application of Child Friendly Schools Through the Hizbul Wathan an Indonesia and Malaysia Elementary Schools Penerapan Sekolah Ramah Anak Melalui Gerakan Kepanduan Hizbul Wathan pada Sekolah Dasar di Indonesia dan Malaysia
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Published:
Apr 15, 2020
Keywords:
Child Friendly School, Leadership Character, Kepanduan Hizbul Wathan
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Abstract
The child-friendly schools through the Hizbul Wathan movement in SD Muhammadiyah Candi 1 Sidoarjo aims to the leadership character is healthy, knowledgeable and moral. Technique collection data use the method of observation, interviews, and documentation supported by triangulation of sources and strategies. The implementation of Hizbul Wathan movement is divided into 5 stages, including: (a) the planning stage, (b) the organizing stage, (c) the implementation phase, (d) the monitoring and evaluation, and (e) the follow-up. The results that inculcation of leadership character integrated into the values of Al Islam and Kemuhammadiyahan was able to teach the values, rules, norms in every life in society.
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Eni Fariyatul Fahyuni, Imam Fauji, Muhamad Nashiiruddin Addaa’i, Norhapizah, M. B., & Mahfuzah, M. Z. (2020). Application of Child Friendly Schools Through the Hizbul Wathan an Indonesia and Malaysia Elementary Schools. Halaqa: Islamic Education Journal, 4(1), 1-9. https://doi.org/10.21070/halaqa.v4i1.171
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Copyright (c) 2020 Eni Fariyatul Fahyuni, Imam Fauji, Muhamad Nashiiruddin Addaa'i
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Zendah, K. (2018). Exploring School-Based Stakeholder Support for Teachers in the Promotion of. Child-Friendly School Environments 7, 162–171.
Arup (2017). Designing for Urban Childhoods Contacts. Journal of Urban and Regional Research, 37.
Baehaqi, D. (2011). Optimalisasi Gerakan Kepanduan Hizbul Wathan untuk Pembi- naan Karakter Warga Negara Muda. Prosiding Seminar Nasional Pengembangan Pendidikan Karakter Bangsa Berbasis Kearifan Lokal, 1–15.
Bagiarta, I. N., Karyasa, I. W., and Suardana, I. N. (2015). Komparasi Literasi Sains Antara Siswa Yang Dibelajarkan Dengan Model Pembelajaran Kooperatif Tipe Gi ( Group Investigation ) Dan Model Pembelajaran Inkuiri Terbimbing ( Guided Inquiry ). Ditinjau Dari Motivasi Berprestasi Siswa SMP 5, 1–11.
Çobanoğlu, F., Ayvaz-Tuncel, Z., and Ordu, A. (2018). Child-friendly Schools: An Assessment of Secondary Schools. Universal Journal of Educational Research 6, 466–477. doi: 10.13189/ujer.2018.060313.
Crawford, E. and Arnold, N. W. (2017). We don ’ t Talk about Undocumented Status … We Talk about Helping Children ”: How School Leaders Shape School Climate for Undocumented Immigrants. International Journal of Educational Leadership and Management 5, 116–147.
Cruickshank, V. (2017). The Influence of School Leadership on Student Outcomes. Journal of Social Sciences 5, 115–123.
Hermino, A. and Luangsithideth, V. (2017). Community Awarenes and Child- Friendly School at the District Nonghet, Northern of Lao PDR 13, 109. doi: https://doi.org/10.5539/ass.v13n11p109.
Hester, J. P. (2019). Values-Based Leadership in a Time of Values Confusion Values. The Journal of Values Based Leadeship 12, 1–11.
Khalifa, M. A., Gooden, M. A., and Davis, J. E. (2016). Culturally Responsive School Leadership. Review of Educational Research 86, 1272–1311. doi: 10.3102/0034654316630383.
Kristjansson, K. ., Walker, D. ., and Jones, C. (2015). Character Education in UK Schools, Thoma, M. and Stephen (eds.).
Kusumandari, P. and Rohmah, N. (2018). Manajemen Ekstrakurikuler Hizbul Wathan untuk Membentuk Karakter Kepemimpinan Siswa Kelas X SMA Muhammadiyah 2 Yogyakarta. Jurnal Pendidikan Madrasah 3, 267–278.
Lumpkin, A. and Achen, R. (2019). Leadership Education: Assessment of Learn- ing in a Sport Leadership Course. Journal of Leadership Education 18. doi: 10.12806/v18/i2/r7.
Maoto, S. (2014). Creating a Child Friendly Psychosocial Learning Environment in Mathematics: A Case of Problem Solving in Grade 6. Mediterranean Journal of Social Sciences 5, 1048–1055. doi: 10.5901/mjss.2014.v5n23p1048.
Mombourquette, C. (2017). The Role of Vision in Effective School Leadership 45, 23– 23.
Musrifah (2016). Pendidikan Karakter dalam Perspektif Islam. Edukasia Islamika 1, 119–133.
Nuryantini, A. Y. (2018). Integration Science and Religion: An Analysis in Islamic Higher Education. TARBIYA: Journal of Education in Muslim Society 5, 11–18. doi: 10.15408/tjems.v5i1.9508.
Pala and Aynur (2011). The Need for Character Education. International Journal of Social Science and Humanity Studies 3, 23–32.
Patton, M. (2015). Qualitative research and evaluation methods (Thousand Oaks: CA: Sage).
Pennings, H. J., Brekelmans, M., Sadler, P., Claessens, L. C., van der Want, A. C., and van Tartwijk, J. (2018). Interpersonal adaptation in teacher-student interaction. Learning and Instruction 55, 41–57. doi: 10.1016/j.learninstruc.2017.09.005.
Rinfre, N. and Grenier, J. (2019). Leadership Development : Three programs that maximize learning over time. Journal of Leadership Education.
Saldana, J. (2013). The coding manual for qualitative researchers (Thousand Oaks: CA: Sage).
Salmi, S. and Kumpulainen, K. (2017). Children’s experiencing of their transition from preschool to first grade: A visual narrative study. Learning. Culture and Social Interaction 20, 58–67.
Smikle, J. (2019). Connecting Values to Leader and Leadership Development. Jour- nal of Values-Based Leadership 12, 1–8. doi: 10.22543/0733.121.1248.
Unicef (2014). UNICEF Annual Report 2012 for Bhutan, 1–33.
Yasina, M., Abdullah, S., Roslan, S. M., and Wahat, N. W. (2018). Motives For Moral Behavior Among Malay Muslim Student Secondary School. TARBIYA: Journal of Education in Muslim Society 5, 43–56.
Zendah, K. (2018). Exploring School-Based Stakeholder Support for Teachers in the Promotion of. Child-Friendly School Environments 7, 162–171.