Implementasi Kebijakan Perlindungan Anak dalam Penegakan Disiplin Siswa di SMA Mathla'ul Anwar
Abstract
This study aims to analyze the implementation of child protection policies in student discipline at SMA Mathla'ul Anwar Margahayu. Violence in schools remains a critical issue, as indicated by KPAI data showing 226 cases in 2023. This qualitative descriptive study involved interviews with seven informants including school principals, teachers, students, and parents. The findings reveal that the school successfully integrated child protection policies into Student Discipline Standard Operating Procedures through a participatory process adopting positive discipline principles by eliminating physical and psychological violence. The novelty of this research lies in documenting how schools translate macro child protection policies into operational micro practices through three main pillars: structured tiered guidance systems, active roles of the Violence Prevention and Handling Team (TPPK) in prevention, early detection, and case handling, and proactive communication strategies with parents through parenting education and home visits. The study contributes empirical evidence on effective child protection policy implementation in educational settings through appropriate management systems and collective stakeholder commitment.
References
Bush, T., & Middlewood, D. (2013). Leading and managing people in education (3rd ed.). SAGE Publications.
Dewi, R. K. (2022). Implementasi kebijakan pencegahan kekerasan di sekolah menengah: Studi kasus di Jakarta. Jurnal Administrasi Pendidikan Indonesia, 13(2), 145-162.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Westview Press.
Fitri, A., & Putra, D. (2021). Tantangan implementasi kebijakan perlindungan anak di sekolah dasar. Jurnal Pendidikan Dasar, 12(1), 78-95.
Komisi Perlindungan Anak Indonesia. (2023). Laporan tahunan kasus kekerasan terhadap anak 2023. KPAI.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1-13. https://doi.org/10.1177/1609406917733847
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 82 Tahun 2015 tentang Pencegahan dan Penanggulangan Tindak Kekerasan di Lingkungan Satuan Pendidikan.
Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 46 Tahun 2023 tentang Pencegahan dan Penanganan Kekerasan di Lingkungan Satuan Pendidikan.
Rahardjo, S. (2000). Pendidikan karakter berbasis nilai dan etika di sekolah. Grasindo.
Rigby, K. (2014). How teachers address cases of bullying in schools: A comparison of five reactive approaches. Educational Psychology in Practice, 30(4), 409-419. https://doi.org/10.1080/02667363.2014.949629
Rogers, C. R. (1969). Freedom to learn: A view of what education might become. Charles Merrill.
Sari, M., & Wulandari, T. (2020). Pemahaman guru tentang disiplin positif dan implementasinya di sekolah menengah atas. Jurnal Psikologi Pendidikan, 15(2), 210-228.
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.
Undang-Undang Republik Indonesia Nomor 35 Tahun 2014 tentang Perubahan atas Undang-Undang Nomor 23 Tahun 2002 tentang Perlindungan Anak.
UNICEF. (2022). Hidden in plain sight: A statistical analysis of violence against children in schools. UNICEF.
