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All Journal AJIS : Academic Journal of Islamic Studies Journal of Educational Sciences
Astuti, Dwi Hajar Fitri
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The Implementation Of Child-Friendly School Policies In Elementary Schools Pujoko; Astuti, Dwi Hajar Fitri; Nurkolis
AJIS: Academic Journal of Islamic Studies Vol. 10 No. 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ajis.v10i1.12977

Abstract

This research examines the implementation of the School-Friendly Child (SFC) policy at SD Negeri Sambiroto, a primary school in Rembang, Indonesia. The study aims to evaluate the effectiveness of the SFC policy, focusing on its key components, including child protection, inclusive education, and fostering a positive learning environment. The research employs a qualitative case study approach, using interviews, observations, and document analysis as data collection methods. The findings reveal that while the school has made substantial progress in applying the policy, there are significant challenges regarding resource limitations, teacher preparedness, and resistance to change. The school has tried to engage parents and the local community, which is crucial in ensuring the policy’s success. Key factors for successful implementation include strong leadership, ongoing teacher training, and effective communication among stakeholders. The study also highlights the importance of continuously evaluating and adapting the policy to address emerging challenges. This research provides insights into the practical aspects of implementing child-friendly policies in schools and offers recommendations for improving the quality of education and school management.
The Role of Teachers as Coaches in Developing Students’ Numeracy Literacy Skils at SD Negeri Sambiroto Rembang Astuti, Dwi Hajar Fitri; Haryati, Titik; Sumarno, Sumarno
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3459-3472

Abstract

Numeracy literacy is a fundamental competency in primary education, enabling students to apply mathematical concepts in daily life and to think critically in problem solving. However, many elementary school students still face challenges in achieving adequate proficiency. This study aims to examine the role of teachers as coaches in developing students’ numeracy literacy skills at SD Negeri Sambiroto, Rembang. Employing a qualitative case study design, data were gathered through classroom observations, in-depth interviews, and documentation, involving teachers, students, and school administrators. The findings indicate that teachers enact their coaching role through four interrelated strategies: creating a numeracy rich learning environment, facilitating contextual and meaningful instruction, designing structured and differentiated practice activities, and implementing formative and reflective assessments. These strategies form an integrated cycle that fosters active engagement, critical thinking, and the application of mathematics in authentic contexts. Teachers incorporate numeracy into daily routines, employ manipulative tools, adapt learning activities to varied student levels, and maintain learning portfolios to monitor progress. The study concludes that the teacher as coach model significantly enhances numeracy development, highlighting the importance of sustained teacher professional growth and strong leadership support in primary education.
Co-Authors Nurkolis Pujoko Sumarno . Titik Haryati