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Internalisasi Nilai Anti Rokok melalui Pendidikan Karakter di SMA Swasta Harapan Mandiri, Medan: Pendekatan Sosialisasi Sukmana, Oman; Thamrin, Husni; Damanik, Fritz Hotman Syahmahita; Sidabutar, Rynaldy Tonggi Lambue
Abdi Ilmiah untuk Masyarakat Vol. 2 No. 1 (2026): ABHIMA
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/abhima.v2i1.269

Abstract

Merokok di kalangan pelajar SMA merupakan persoalan serius yang membutuhkan intervensi berbasis pendidikan karakter. Kegiatan pengabdian masyarakat ini bertujuan menginternalisasi nilai-nilai anti rokok kepada siswa SMA Swasta Harapan Mandiri, Medan, melalui pendekatan sosialisasi yang partisipatif dan kontekstual. Metode yang digunakan meliputi ceramah interaktif, diskusi kelompok, pemutaran video edukatif, dan simulasi peran. Pre-test dan post-test digunakan untuk mengukur perubahan pengetahuan dan sikap terhadap rokok pada 87 peserta. Hasil kegiatan menunjukkan peningkatan rata-rata skor pengetahuan sebesar 35,9 poin (dari 40,6 menjadi 76,5 pada skala 100), dengan 85% peserta mengalami pergeseran sikap positif ke arah penolakan terhadap rokok. Tingkat kepuasan peserta mencapai 85%, dengan aspek relevansi materi memperoleh penilaian tertinggi. Kegiatan ini merekomendasikan integrasi pendidikan karakter anti rokok secara berkelanjutan dalam kurikulum sekolah serta pembentukan kelompok sebaya (peer group) sebagai agen perubahan perilaku.
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.