Mapping Social Network Dynamics in the Implementation of Child-Friendly Schools

Fritz Hotman Syahmahita Damanik (Universitas Muhammadiyah Malang)
Oman Sukmana (Universitas Muhammadiyah Malang)
Tri Sulistyaningsih (Universitas Muhammadiyah Malang)
Asnath Naftali Remtulla (Dodoma City Council)

SocioEdu: Sociological Education
Vol. 7 No. 2 (2026): Sociological Education

Despite two decades of policy-driven expansion, the Child-Friendly School (CFS) initiative continues to show a pronounced gap between formal declaration and substantive realisation in Indonesian secondary education. A growing body of scholarship attributes this gap not primarily to resource shortages or regulatory ambiguities, but to the fragmented relational architecture through which multiple stakeholders engage with CFS norms. The present study addresses this structural explanation systematically. Drawing on a hybrid design that integrates a Systematic Literature Review (SLR) of 52 peer-reviewed articles (2018–2024) with Social Network Analysis (SNA) of a 35-node, 89-edge stakeholder network constructed from the extracted relational data, this study maps the collaborative topology underlying CFS implementation in Indonesian secondary education. The SLR was conducted using structured queries across Scopus and Google Scholar, applying PRISMA 2020 screening protocols, while the network was analysed using Gephi 0.10.1 and Python NetworkX 3.2. Four structurally distinct communities are identified: the Pedagogical Core, the Protective Surveillance cluster, the Policy and Knowledge Ecosystem, and the Institutional Governance hub. Centrality analysis reveals that the school principal occupies the highest betweenness position (BC = 0.232), functioning as the primary broker between institutional governance and classroom practice. Counselling teachers emerge as the most consequential professional bridge across community boundaries (BC = 0.134), while the City Education Office serves as the dominant governmental relay node (BC = 0.131). Three critical structural holes are identified — between passive parents and the protective services cluster, between student actors and the policy ecosystem, and between local civil-society organisations and academic knowledge networks — each representing a specific point of collaborative fragility. The findings carry direct implications for CFS governance design, professional development planning, and the localisation of child-rights policy.