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All Journal Early Childhood Development Gazette
M Aqil Fahmi Sanjani
Universitas Nurul Jadid
Humanities Education

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Eradicating Bullying, Creating a Safe and Comfortable Learning Environment through Child-Friendly Schools Diana Susanti; Sevia Diana Safitri; Faizin Faizin; M Aqil Fahmi Sanjani; Musammil Lateh
Early Childhood Development Gazette Vol. 2 No. 1 (2025): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v2i1.608

Abstract

This research explores the optimal application of the Child-Friendly School (SRA)-based approach across various cultural contexts to eliminate bullying and create a safe, comfortable learning environment. The study was conducted at Aisyiyah Bustanul Athfal Jatinom Kindergarten in Blitar Regency, using a qualitative approach with a case study design. Data collection involved desk reviews, participatory observation, in-depth interviews with teachers, students, and parents, as well as focus group discussions (FGD). The data was analyzed through reduction, presentation, verification, content analysis, and interpretation. The findings reveal that the success of the SRA program hinges on three key factors: a well-structured program, such as class agreements and sessions focused on positive values; a supportive school environment, complete with counseling facilities and anti-bullying media; and active parental involvement in monitoring and reinforcing children’s values. This research suggests that implementing SRA not only helps reduce bullying incidents but also fosters an inclusive school culture and supports the development of positive student character. The study recommends extending the research to diverse regions and cultural settings to ensure the program's sustainability and to provide a foundation for more adaptive and inclusive education policies.
Strategic Management of Inclusive Educational Leadership in Teacher Career Development Unzilah Khomairohtusshiyamah; Halimahtus Sa’diyah; Rifka Jannatul Firdausiah; Maulidatul Adzimah; Siti Aviatun Hasanah; M Aqil Fahmi Sanjani; Zohaib Hassan Sain
Early Childhood Development Gazette Vol. 2 No. 2 (2025): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v2i2.1468

Abstract

This study aims to analyze the role of strategic management in inclusive educational leadership as an effort to support teacher career development. The study focuses on how principals, as strategic leaders, are able to design, implement, and evaluate inclusive policies that impact teacher competency and professionalism. The research method used was a descriptive qualitative approach through in-depth interviews, observations, and documentation studies in several inclusive schools. The results indicate that inclusive educational leadership based on strategic management can create a collaborative work culture, increase teacher motivation, and expand access to professional development programs. Effective strategies include ongoing career planning, individualized needs-based training, and support for a fair reward system. The implications of this study confirm that the application of strategic management in inclusive leadership not only strengthens teacher capacity but also builds an adaptive, participatory, and equitable education system for all parties within the school environment.
Co-Authors Diana Susanti Faizin Faizin Halimahtus Sa’diyah Maulidatul Adzimah Musammil Lateh Rifka Jannatul Firdausiah Sevia Diana Safitri Siti Aviatun Hasanah Unzilah Khomairohtusshiyamah Zohaib Hassan Sain