IMPLEMENTASI PROGRAM SEKOLAH AMAN DAN RAMAH ANAK MELALUI PENCEGAHAN TIGA DOSA BESAR PENDIDIKAN DI SD NEGERI 014640 SEI KEPAYANG
DOI:
https://doi.org/10.54314/jpstm.v5i2.5194Abstrak
Abstract: The Safe and Child-Friendly School (SRA) program is a systematic effort to create a safe, inclusive, and violence-free educational environment. This community service activity aims to implement the SRA concept through the prevention of the three major educational sins: violence, bullying, and intolerance at SD Negeri 014640 Sei Kepayang. The implementation method used a participatory approach consisting of three main stages: socialization of the SRA concept, dissemination of knowledge about the three major educational sins, and evaluation of school community understanding. The activity involved lecturers from Universitas Asahan as trainers for teachers and KKN (community service) students as facilitators for pupils. Data were collected through observation and pre–post questionnaires involving 20 teachers and 60 students. The results showed a significant improvement in teachers’ and students’ understanding of the SRA concept, with an average increase of 30–35% in knowledge and awareness indicators. The program successfully fostered a more empathetic, tolerant, and positive school culture. This implementation serves as a best practice model of collaboration between higher education institutions and elementary schools in promoting safe, equitable, and child-centered education.
Â
Keywords: safe and child-friendly school; three major educational sins; violence; bullying; elementary education
Â
Abstrak: Program Sekolah Aman dan Ramah Anak (SRA) merupakan upaya sistematis untuk menciptakan lingkungan pendidikan yang aman, inklusif, dan bebas dari kekerasan. Kegiatan pengabdian ini bertujuan untuk mengimplementasikan konsep SRA melalui pencegahan tiga dosa besar pendidikan, yaitu kekerasan, perundungan (bullying), dan intoleransi di SD Negeri 014640 Sei Kepayang. Metode pelaksanaan menggunakan pendekatan partisipatif melalui tiga tahap utama: sosialisasi konsep SRA, pemberian pemahaman tentang tiga dosa besar pendidikan, dan evaluasi peningkatan pemahaman warga sekolah. Kegiatan melibatkan dosen Universitas Asahan sebagai pelatih bagi guru dan mahasiswa KKN sebagai fasilitator bagi siswa. Data diperoleh melalui observasi dan kuesioner pra–pasca kegiatan yang diikuti oleh 20 guru dan 60 siswa. Hasil menunjukkan adanya peningkatan signifikan dalam pemahaman guru dan siswa terhadap konsep SRA, dengan rata-rata peningkatan sebesar 30–35% pada aspek pengetahuan dan kesadaran. Program ini berhasil menumbuhkan budaya sekolah yang lebih empatik, toleran, dan berkarakter positif. Implementasi kegiatan ini juga menjadi contoh praktik baik (best practice) kolaborasi antara perguruan tinggi dan sekolah dasar dalam mewujudkan pendidikan yang aman dan berkeadilan bagi anak.
Â
Kata kunci: sekolah aman dan ramah anak; tiga dosa besar pendidikan; kekerasan; perundungan; pendidikan dasar
Â
Referensi
W. Jhon, “Challenges in the implementation of character education in elementary school : experience from Indonesia,†vol. 20, no. 87, pp. 1351–1363, 2021, doi: 10.17051/ilkonline.2021.01.130.
D. P. Retnasari , Lisa, Suprastio, “JURNAL HARMONI NUSA BANGSA Implementasi Hak Anak Melalui Sekolah Ramah Anak di Sekolah Dasar,†J. Harmon. Nusa Bangsa, vol. 1, no. 2, pp. 171–181, 2024.
W. Awliya, N. Alifiyah, and B. Nudin, “Efektivitas Penerapan Program SekoAwliya, W., Alifiyah, N., & Nudin, B. (2023). Efektivitas Penerapan Program Sekolah Ramah Anak Dalam Upaya Meningkatkan Pendidikan Karakter Di Smp Negeri 4 Pakem Yogyakarta. At-Thullab : Jurnal Mahasiswa Studi Islam, 5(1),†At-Thullab J. Mhs. Stud. Islam, vol. 5, no. 1, pp. 1281–1291, 2023.
V. D. W. B, Anti-bullying Programs in Indonesia : An Integrative Review of Elementary Schools. Atlantis Press SARL, 2023. doi: 10.2991/978-2-38476-008-4.
Kemendikbudristek, Tiga Dosa Besar Pendidikan: Strategi Pencegahan dan Penanganan di Satuan Pendidikan. Jakarta: Direktorat Guru dan Tenaga Kependidikan., 2023.
L. J. Ananda, K. Anwar, and D. Ray, “Strengthening Character Education in Elementary,†2019, doi: 10.4108/eai.3-11-2018.2285653.
O. Dermawan, M. E. Wibowo, and E. C. Septyanti, “The Impact of Bullying on the Mental Health of Students : A Systematic Literature Review,†pp. 14–21.
B. Sautner, “Inclusive , safe and caring schools : Connecting factors,†vol. 36, no. 1, pp. 135–167, 2008.
N. Kolleck, “Rethinking social participation in education : a multi-level framework for inclusive school,†pp. 629–642, 2025, doi: 10.1007/s35834-025-00498-1.
S. I. Caturiani and M. Agung, “Implementation of Child Friendly School Policy : Study in State Junior High School 1 Pesawaran Regency,†vol. 4, no. April 2023, pp. 1150–1153, 2024.
H. A. Muhimmah, W. Sukartiningsih, and V. D. Wicaksono, “Optimizing anti-bullying programs on inclusive learning atmosphere in integrated islamic elementary school,†vol. 9, no. 1, pp. 66–80, 2025.
H. Sa and S. Nurhayati, “Analysis of Child-Friendly School Strategies to Prevent Bullying at Elementary Schools,†vol. 15, pp. 3867–3879, 2023, doi: 10.35445/alishlah.v15i3.3320.
H. Aziz, A. Sudrajat, P. Pashela, and L. P. Azzahra, “Evaluation of the child-friendly school policy in indonesia : analysis of effectiveness and implementation challenges,†vol. 19, no. 1, pp. 371–379, 2025, doi: 10.11591/edulearn.v19i1.21706.
