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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Ilomata International Journal of Tax and Accounting Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Inovasi Pendidikan dan Sains Educoretax Education Achievement: Journal of Science and Research Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Jurnal Pengabdian Masyarakat Bhinneka Journal of Law, Education and Business JAMPARING: Jurnal Akuntansi Manajemen Pariwisata dan Pembelajaran Konseling Journal Economic Business Innovation Journal of Citizen Research and Development Jurnal kiprah pendidikan
Kurnia, Budi
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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DAMPAK SEKOLAH RAMAH ANAK TERHADAP KESEJAHTERAAN PSIKOSOSIAL SISWA SEKOLAH DASAR: A SYSTEMATIC LITERATURE REVIEW Kurnia, Budi; Handoyo, Eko; Waluyo, Edi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13162

Abstract

Psychosocial well-being in primary education constitutes a crucial foundation for child development, yet it is often overlooked in academic discourses oriented toward grade achievement. This study aims to evaluate the influence of Child-Friendly Schools (CFS) on students' psychosocial well-being, identify its determining factors, and map the most effective intervention models. Utilizing a Systematic Literature Review (SLR) of selected literature from the 2015–2025 period, it was found that the implementation of CFS significantly enhances subjective life satisfaction and reduces student aggressive behavior. Internal factors, such as teacher self-efficacy and the quality of peer relationships, emerge as primary determining variables, while a supportive school climate is proven capable of mitigating the negative impacts of socioeconomic inequality. This study concludes that ecosystemic interventions involving synergy between schools, families, and communities alongside the application of restorative discipline, represent the most superior strategies. The significance of this research lies in providing an evidence-based foundation for policymakers to prioritize CFS as a central pillar of long-term mental health and educational equity.
Co-Authors Adriyan, Dhiniartika Fibri Alicia, Vicky Dinda Hawa Alifah, Nadiatul Ana, Lenny Asep Supena. Astuti, Asti Fuji Aulia Zahra, Shirly Aulia, Salma Nur Barus, Dionisius Christian Hamdany Cahya, Rianda Daryanto, Silva Aulia Putri Desti, Desti Diki Firmansyah, Diki Dzulfikar, Muhammad Akmal Edi Waluyo Eko Handoyo Fidia, Yaftahillaah Harmawan, Sahrul Harsyanda, Elga Faudya Heriantonius Silalahi Kamilatunnuha, Fathiya Khoerunisa, Eneng Salwa Kusmana, Dinda Afrisa Lestari, Risma Fitriani Luthviyah, Siti Manda, Arla Maulana, Nandi Mutiara Putri, Sheryl Mutiara Putri Natasya, Amanda Tiara Nisa, Silvia Khoerun Noviyanti, Suci Sri Nursa'bani, Muhammad Lutpi Pebriyani, Ghesti Aulia Putri, Alya Ihsani Rahmawati, Tiara Ruswandi, Silvia Sartika, Wawa Shabira, Naura Sany Sheryl Mutiara Putri Sintia, Irne Siti Jamilah Siti Sarah, Siti Totok Bintoro Ummah, Rifa Syarifatul Weking, Paulus Manggotu