Article Per Year (5 Year)
p-Index From 2021 - 2026
1.513
P-Index
This Author published in this journals
All Journal Jurnal Bestari DIMENSI Humanis : Jurnal Ilmu-Ilmu Sosial dan Humaniora ARISTO Anterior Jurnal Jurnal Terapung : Ilmu - Ilmu Sosial Interdisciplinary Social Studies Edu Sociata : Jurnal Pendidikan Sosiologi Jurnal Pustaka Indonesia
Sulismadi Sulismadi, Sulismadi
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Public Health Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
Performing Child-Friendliness: A Dramaturgical and Intercultural Analysis of School Interactions in Indonesia Damanik, Fritz Hotman Syahmahita; Sukmana, Oman; Sulistyaningsih, Tri; Susilo, Rachmad Kristiono Dwi; Sulistyowati, Tutik; Sulismadi, Sulismadi
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2053

Abstract

This study aims to examine how the concept of child-friendly schools is constructed, performed, and negotiated within Indonesian educational contexts by integrating perspectives from symbolic interactionism, dramaturgical theory, and intercultural communication. Employing a qualitative literature-based research design, the study systematically reviews and synthesizes scholarly articles, policy documents, and theoretical works published between 2015 and 2025, selected through a PRISMA-guided procedure to ensure methodological rigor, transparency, and relevance. The analysis reveals that child-friendliness in Indonesian schools operates not only as a formal policy discourse aligned with global child rights frameworks but also as a socially constructed and culturally mediated performance shaped by hierarchical relations, communal values, and high-context communication patterns. The findings highlight a persistent discrepancy between the “front-stage” representation of inclusive and non-violent school environments and the “back-stage” realities characterized by power asymmetries and limited student agency, indicating that compliance with policy standards does not necessarily translate into meaningful pedagogical transformation. The implications of this study suggest that fostering authentic child-friendly school environments requires context-sensitive, reflective, and participatory strategies that actively engage teachers, students, and communities, as well as a reorientation of educational policies toward deeper socio-cultural integration and transformative practice.
Co-Authors Damanik, Fritz Hotman Syahmahita Ekasari, Fitria Juliana Fisabilillah, Fatahilah Faletehan Gunareksa, Pratika Muslimin Muslimin Musthawafi, Giza Aviv Oman Sukmana Pratama, Ervandra Rendy Pratiwi, Jeny Wahyu Putra, Alvares Richie Susilo, Rachmad Kristiono Dwi Tri Sulistyaningsih, Tri Tutik Sulistyowati Wahyudi Wahyudi