Creating Child-Friendly Schools in Islamic Educational Institutions in East Kalimantan for Continuous Strengthening of Student Characters

Sultani; Mukhamad Ilyasin; Robingatin

doi:10.56741/ijlree.v4i02.1013

Authors

Sultani
soel.thany73@gmail.com
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Mukhamad Ilyasin Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Robingatin Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

DOI:

https://doi.org/10.56741/ijlree.v4i02.1013

Keywords:

Child-Friendly Education, Islamic Education, Madrasah, School Environment, Student Character

Abstract

Children's education plays a crucial role in shaping the character and morals of the next generation. A child-friendly environment in Islamic educational units is an urgent need to support the holistic development of children physically, emotionally, and psychologically. Integrating Islamic Religious Education (IRE) in the education system strengthens spiritual, moral, and social values, thus creating individuals who are ethical and responsible. This study uses a descriptive qualitative method with a case study approach at MAN Bontang and MTsN Model Samarinda (both are public Islamic-based schools). Data were collected through interviews, observations, and documentation with purposive sampling techniques involving the head of the madrasah, IRE teachers, parents of students, and students. Data analysis was done through data reduction, presentation, and inductive conclusion drawing. The study results showed that the child-friendly environment in both madrasahs contributed to strengthening students' character based on sustainability. MAN Bontang emphasized coastal ecosystems and social entrepreneurship, while the MTsN Model Samarinda prioritized environmental education and zero bullying policies. The main supporting factors were madrasah policies that supported character education, community participation, and adequate facilities and infrastructure. This study also concluded that implementing a child-friendly environment in madrasas can create an educational ecosystem oriented towards academics and character formation based on sustainability. Synergy between schools, communities, and governments is needed to strengthen character education implementation sustainably.

Downloads

Download data is not yet available.

Author Biographies

Sultani, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

is a doctoral candidate at the State Islamic University of Sultan Aji Muhammad Idris Samarinda (UINSI Samarinda), focusing on Islamic education and community development. In addition to his academic pursuits, he serves as the Head of the Islamic Community Guidance Section at the Office of the Ministry of Religious Affairs in Bontang City. His work bridges scholarly research and practical religious guidance, contributing to educational theory and public service. He actively participates in academic forums and community outreach programs to strengthen religious values within society. (email: soel.thany73@gmail.com).

Mukhamad Ilyasin, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

is a distinguished scholar in Islamic education management and serves as the Rector and Director of Postgraduate Studies at Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda (UINSI Samarinda). As a full professor and senior lecturer, he has significantly contributed to academic research, postgraduate supervision, and leadership in higher education. He frequently presents at national and international conferences and is committed to advancing Islamic educational practices through research and institutional development. His leadership is instrumental in shaping the direction of postgraduate programs at UINSI Samarinda. (email: m.ilyasin@iain-samarinda.ac.id).

Robingatin, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

is an Associate Professor and faculty member in the Islamic Early Childhood Education (PAUD) Graduate Program at the State Islamic University of Sultan Aji Muhammad Idris Samarinda (UINSI Samarinda). Born on June 16, 1965, she holds a Master of Islamic Studies (M.Ag) and a Doctorate in Educational Technology. Her expertise lies in early childhood education within an Islamic framework, and she is known for her scholarly publications and dedication to developing quality education for young learners. She also plays an active role in academic mentoring and curriculum development within the university. (email: robingatin160665@gmail.com).

References

N. Agisty, M. Rahmat, and N. Budiyanti, “Exploring Islamic Education in Families to Support Children’s Developmental Tasks in Elementary School,” Jurnal At-Tarbiyat : Jurnal Pendidikan Islam, vol. 8, no. 1, Art. no. 1, Feb. 2025, doi: 10.37758/jat.v8i1.1367.

A. Imron, M. Budiman, B. Setyono, M. Hayati, and S. A. Sanmas, “The Impact of Islamic Religious Education on Students’ Spiritual and Social Development: A Study at Universitas Muhammadiyah Semarang,” International Journal of Research in Education, vol. 5, no. 1, Art. no. 1, Jan. 2025, doi: 10.26877/ijre.v5i1.1341. DOI: https://doi.org/10.26877/ijre.v5i1.1341

H. Ramadhan et al., “Typical Characteristics of Islamic Religious Education and Its Role in Fostering Islamic Character,” Bulletin of Islamic Research, vol. 3, no. 1, Art. no. 1, Jan. 2025, doi: 10.69526/bir.v3i1.171. DOI: https://doi.org/10.69526/bir.v3i1.171

S. N. Rahayu, U. Farihah, and A. Suhardi, “Actualization Of Religious Education And Science In Educating The Character Of Learners In Schools And Madrasahs,” Islamic Management: Jurnal Manajemen Pendidikan Islam, vol.. 8, no. 01, Art. no. 01, Feb. 2025, doi: 10.30868/im.v8i01.7793. DOI: https://doi.org/10.30868/im.v8i01.7793

E. Ermida and I. Ismail, “Integration of Islamic Religious Education with Pancasila in the Formation of Multicultural Character of Students in the Digital Era at SMP Muhammadiyah 03 Pacitan,” Journal of Community Development and Disaster Management, vol. 7, no. 1, Art. no. 1, Feb. 2025, doi: 10.37680/jcd.v7i1.6905.

E. A. Izzah and I. Layyinnati, “Holistic Competencies of Islamic Religious Teachers and Their Impact on Student Understanding in Secondary Schools,” 1, vol. 7, no. 1, Art. no. 1, Feb. 2025, doi: 10.37680/scaffolding.v7i1.6886. DOI: https://doi.org/10.37680/scaffolding.v7i1.6886

A. Muharridha, Juliani, S. Selvira, K. M. Mulia, and N. H. Hasibuan, “The Role of Islamic Religious Education Curriculum in Building Religious Tolerance in the School Environment,” Journal of Contemporary Gender and Child Studies, vol. 4, no. 1, Art. no. 1, Jan. 2025, doi: 10.61253/jcgcs.v4i1.292. DOI: https://doi.org/10.61253/jcgcs.v4i1.292

S. Edy and S. Sumarta, “Challenges and Opportunities of the Islamic Religious Education Curriculum at Armaniyah Vocational High School (SMK) Bekasi in Facing Modern Work Demands,” Edukasi Islami: Jurnal Pendidikan Islam, vol. 14, no. 01, Art. no. 01, Mar. 2025, doi: 10.30868/ei.v14i01.8097. DOI: https://doi.org/10.30868/ei.v14i01.8097

I. I. A. Ayyubi, Nurhikmah, E. Prayetno, T. Annastasya, and S. Rahmawati, “The Influence of Islamic Religious Education on Students’ Mathematical Logical Thinking Skills in Junior High School,” IJEMR : International Journal of Education Management and Religion, vol. 2, no. 1, Art. no. 1, Jan. 2025. DOI: https://doi.org/10.71305/ijemr.v2i1.168

Hafidh ’Aziz, A. Sudrajat, Suparno, P. Pashela, L. P. Azzahra, and N. F. Mannana, “Evaluation of the Child-Friendly School Policy in Indonesia: Analysis of Effectiveness and Implementation Challenges,” Journal of Education and Learning (EduLearn), vol. 19, no. 1, pp. 371–379, 2025. DOI: https://doi.org/10.11591/edulearn.v19i1.21706

B. Tang, H. Yu, and D. Zhu, “Building Child-Friendly Cities: Role of Infringement Incidents in Policy Agenda Setting,” Child Ind Res, Mar. 2025, doi: 10.1007/s12187-025-10232-y. DOI: https://doi.org/10.1007/s12187-025-10232-y

H. J. Batubara, H. Sazali, and I. Y. Simamora, “Analysis of Islamic Communication in Preventing Acts of Violence Against Women and Children in Labuhanbatu District,” ajdk, vol. 10, no. 1, pp. 1–32, 2025, doi: 10.22515/albalagh.v10i1.8843. DOI: https://doi.org/10.22515/albalagh.v10i1.8843

Y. Lee and S. Kim, “Contemporary Children’s Rights Issues in Adolescence,” in Children’s Rights and Children’s Development: An Integrated Approach, J. Todres and U. Kilkelly, Eds., New York University Press, 2025, pp. 253–280. doi: 10.18574/nyu/9781479825509.003.0012. DOI: https://doi.org/10.18574/nyu/9781479825509.003.0012

M. I. Nadlifuddin, “Child-Friendly Pesantren Concept: A Strategic Approach to Empowering Children’s Rights,” 1, vol. 5, no. 2, Art. no. 2, Dec. 2024, doi: 10.35878/santri.v5i2.1395. DOI: https://doi.org/10.35878/santri.v5i2.1395

I. Nurazizah and A.-N. Apriani, “Implementation of Character-Based Child-Friendly Schools in Fulfilling Student Rights at SDN Gembongan,” Journal of Islamic Education and Ethics, vol. 2, no. 1, Art. no. 1, Jan. 2024, doi: 10.18196/jiee.v2i1.22. DOI: https://doi.org/10.18196/jiee.v2i1.22

A. Abdurrahman, F. Hidayah, K. Rohmah, R. I. Robby, and R. C. Jariyah, “Implementation Of Child-Friendly Care In Pesantren,” Ar-Risalah Media Keislaman Pendidikan dan Hukum Islam, vol. 22, no. 2, pp. 116–133, Oct. 2024, doi: 10.69552/ar-risalah.v22i2.2501. DOI: https://doi.org/10.69552/ar-risalah.v22i2.2501

N. R. R. Azizah and N. Sa’adah, “Causes of bullying and strategies for prevention in pesantren: A holistic approach to creating an inclusive environment,” Asatiza: Jurnal Pendidikan, vol. 6, no. 1, pp. 63–76, Jan. 2025, doi: 10.46963/asatiza.v6i1.2571. DOI: https://doi.org/10.46963/asatiza.v6i1.2571

M. Arbain, Y. Gusniati, B. Tamam, N. Fadilah, and Syaiful, “Implementation of Child-Friendly School in the Perspective of Islamic Religious Education in Elementary Schools in North Kalimantan,” Al-Ishlah: Jurnal Pendidikan Islam, vol. 22, no. 2, Art. no. 2, Dec. 2024, doi: 10.35905/alishlah.v22i2.10680. DOI: https://doi.org/10.35905/alishlah.v22i2.10680

R. U. N. Ajizah and I. Jauhari, “The Role of Islamic Religion Education in the Transformation of the Madrasah Tsanawiyah in Ponorogo Towards a Child-Friendly Schoolroom: Case Study Implementation of a Child-Friendly School Program,” Aqlamuna: Journal of Educational Studies, vol. 2, no. 1, Art. no. 1, Oct. 2024, doi: 10.58223/aqlamuna.v2i1.373.

S. Lestari, J. Sutarto, T. J. Raharjo, and S. Arief, “Leadership and psychological capital in enhancing the performance of child-friendly schools for children’s physical activities,” Retos: nuevas tendencias en educación física, deporte y recreación, no. 61, pp. 1016–1024, 2024. DOI: https://doi.org/10.47197/retos.v61.109467

D. I. Nursita, “Child Friendly Madrasah: The Role Of The Madrasah Head in Efforts to Prevent Immoral Acts by Teachers Toward Students,” ZAHRA: Research and Thought Elementary School of Islam Journal, vol. 5, no. 1, Art. no. 1, Mar. 2024, doi: 10.37812/zahra.v5i1.1426.

L. Rizka, S. Ifrianti, and M. M. Afriyadi, “Implementation of Child-Friendly School Program for Fostering A Conducive Learning Environment at Integrated Islamic Elementary School,” MUBTADI: Jurnal Pendidikan Ibtidaiyah, vol. 6, no. 1, Art. no. 1, Aug. 2024, doi: 10.19105/mubtadi.v6i1.13321. DOI: https://doi.org/10.19105/mubtadi.v6i1.13321

A. Rusilowati et al., “Child-Friendly School and Its Relationship with the Merdeka Curriculum in Forming the Students’ Character through Science Learning,” Jurnal Pendidikan IPA Indonesia, vol. 13, no. 1, Art. no. 1, Apr. 2024, doi: 10.15294/jpii.v13i1.44482. DOI: https://doi.org/10.15294/jpii.v13i1.44482

N. Saidi, N. H. Yoenanto, and N. A. F. Nawangsari, “Implementation of child-friendly schools (SRA) in inclusive schools: A literature review,” Psikologia, vol. 19, no. 1, Art. no. 1, May 2024, doi: 10.32734/psikologia.v19i1.15287. DOI: https://doi.org/10.32734/psikologia.v19i1.15287

N. Laili, G. R. Affandi, and F. N. Hasanah, “Counseling-based child-friendly school support to enhance teacher knowledge and understanding,” Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang, vol. 9, no. 4, pp. 975–989, Nov. 2024, doi: 10.26905/abdimas.v9i4.13811. DOI: https://doi.org/10.26905/abdimas.v9i4.13811

M. Fauyan, P. Y. Fauziah, L. Wibawa, and N. B. Mamat, “The Factors Affecting Parents’ Preference When Selecting Islamic Schools,” MUDARRISA: Jurnal Kajian Pendidikan Islam, vol. 16, no. 1, Art. no. 1, Jun. 2024, doi: 10.18326/mudarrisa.v16i1.634. DOI: https://doi.org/10.18326/mudarrisa.v16i1.634

P. Widodo and C. Septianingrum, “Analysis of Legal Protection Models for Children In The School Environment,” Journal of Social Science and Economics, vol. 3, no. 1, Art. no. 1, Jul. 2024, doi: 10.37812/josse.v3i1.1652.

E. F. Aprilia, “Setting and Strategy Child Friendly Classroom Management in Early Childhood Education: A Literature Review,” Exploration in Early Childhood Research, vol. 1, no. 1, Art. no. 1, Sep. 2024.

M. A. Syakuro, A. Reswari, D. Prastyo, and L. Apriliyana, “The Role of Ghuruh Alep In Instilling Islamic Values In Early Childhood: Towards Child-Friendly And Islamic-Oriented Formal Education,” Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, pp. 333–349, May 2024, doi: 10.19105/kiddo.v1i1.12649. DOI: https://doi.org/10.19105/kiddo.v1i1.12649

K. Dewi, W. Wasino, S. Sawri, and N. Witasari, “Child-friendly Schools: Implementation of Ethnoscience-based Science Learning,” Proceedings of International Conference on Science, Education, and Technology, vol. 10, pp. 329–336, Sep. 2024.

E. Supriyono, S. Nurhajah, E. Ratnawati, D. Munfa’atin, and M. Herman, “Organizational Culture and Child-Friendly Schools: Insights for Early Childhood Education,” Al-Tanzim: Jurnal Manajemen Pendidikan Islam, vol. 8, no. 3, Art. no. 3, Sep. 2024, doi: 10.33650/al-tanzim.v8i3.8754. DOI: https://doi.org/10.33650/al-tanzim.v8i3.8754

I. Kamalludin and M. A. Wibowo, “Fulfillment of Children’s Constitutional Rights within the Framework of a Child-Friendly City (CFC) in Pekalongan,” Asian Journal of Law and Humanity, vol. 4, no. 2, Art. no. 2, Oct. 2024, doi: 10.28918/ajlh.v4i2.4. DOI: https://doi.org/10.28918/ajlh.v4i2.4

D. S. Farhan and D. S. Iqbal, “Islamic Perspective Of Preventive Education Building From Child Sexual Abuse - An Intervention For Parents To Help Children,” Pakistan Islamicus (An International Journal of Islamic & Social Sciences), vol. 4, no. 01, Art. no. 01, Mar. 2024.

N. Yuliyanti, S. Sarwi, S. Wardani, and S. Fathonah, “Integration of Social Science Learning Through A Child-Friendly Ethnoscience Approach,” Proceedings of International Conference on Science, Education, and Technology, vol. 10, pp. 250–258, Sep. 2024.