Evaluation of the Implementation of Child-Friendly Madrasah Management in Madrasah Ibtidaiyah, Bandar Lampung City
Keywords:
Child-Friendly Education, CIPP Evaluation, Islamic Elementary School, Madrasah Management, Student Protection
Abstract
This study aimed to evaluate the implementation of child-friendly madrasah management in a selected Madrasah Ibtidaiyah in Bandar Lampung, Indonesia, using the Context, Input, Process, and Product (CIPP) evaluation framework. A qualitative evaluative approach with a single-case study design was employed. Data were collected through semi-structured interviews with the madrasah principal, teachers, students, parents or guardians, school committee members, and relevant educational personnel, complemented by non-participant observations. The data were analysed through theoretically informed thematic analysis by combining deductive coding based on the CIPP dimensions with inductive identification of emerging themes, while the trustworthiness of the findings was strengthened through source and method triangulation. The findings showed that the programme was contextually relevant to students’ needs and supported by anti-violence, anti-bullying, and positive-discipline policies. The input component was characterised by the existence of an implementation team, teacher guidance, basic facilities, complaint channels, and parental involvement, although staff understanding, facilities, and programme resources remained uneven. At the process level, child-friendly principles were reflected in respectful teacher–student interaction, nonviolent discipline, student participation in classroom learning, complaint handling, and communication with parents; however, systematic monitoring, documented follow-up, and student involvement in institutional decision-making were not yet fully developed. The product component indicated positive perceived outcomes in student safety, classroom comfort, discipline, confidence, and willingness to attend school. Overall, the programme was relationally established but managerially incomplete. Its sustainability requires stronger institutional quality assurance through continuous staff development, measurable evaluation indicators, transparent complaint mechanisms, improved facilities, and meaningful student participation.
References
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Kurniyawan, M. D., Sultoni, & Sunandar, A. (2020). Manajemen sekolah ramah anak. Jurnal Administrasi dan Manajemen Pendidikan, 3(2), 192–198.
Liestyasari, S. I., Karsidi, R., Asrowi, A., & Rahman, A. (2023). Challenges of implementing child-friendly school model in Surakarta, Indonesia. International Journal of Evaluation and Research in Education, 12(4), 2130–2137. https://doi.org/10.11591/ijere.v12i4.25149
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Pratiwi, D., & Hariri, H. (2022). Evaluation of child friendly school in building student character: A literature review. International Journal of Current Science Research and Review, 5(8), 3193–3198.
Priya, A. (2021). Case study methodology of qualitative research: Key attributes and navigating the conundrums in its application. Sociological Bulletin, 70(1), 94–110. https://doi.org/10.1177/0038022920970318
Rashid, Y., Rashid, A., Warraich, M. A., Sabir, S. S., & Waseem, A. (2019). Case study method: A step-by-step guide for business researchers. International Journal of Qualitative Methods, 18, 1–13. https://doi.org/10.1177/1609406919862424
Saptono, B. (2022). Implications of child-friendly school policies in reducing cases of violence against children in elementary schools. Jurnal Prima Edukasia, 10(1), 96–103. https://doi.org/10.21831/jpe.v10i1.45816
Smit, B. H. J., Meirink, J. A., Berry, A. K., & Admiraal, W. F. (2020). Source, respondent, or partner? Involvement of secondary school students in participatory action research. International Journal of Educational Research, 100, Article 101544. https://doi.org/10.1016/j.ijer.2020.101544
Sohani, & Umami, M. (2025). Implementation of child-friendly madrasah program. Jurnal Penelitian Pendidikan, 42(2), 145–154.
Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26–28.
Subqi, I., Hariyadi, Zaman, B., & Sutrisno. (2022). Internalization of humanist-religious education in child-friendly madrasahs in Indonesia. Jurnal Tarbiyatuna, 13(2), 163–177.
Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, Article 100912. https://doi.org/10.1016/j.dr.2020.100912
Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88, 121–145. https://doi.org/10.1016/j.ijer.2018.01.012
Aziz, H., Sudrajat, A., Suparno, S., Pashela, P., Azzahra, L. P., & Mannana, N. F. (2025). Evaluation of the child-friendly school policy in Indonesia: Analysis of effectiveness and implementation challenges. Journal of Education and Learning (EduLearn), 19(1), 371–379. https://doi.org/10.11591/edulearn.v19i1.21706
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2, Article 14. https://doi.org/10.1186/s42466-020-00059-z
Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigour. Family Medicine and Community Health, 7(2), Article e000057. https://doi.org/10.1136/fmch-2018-000057
Fitriani, S., & Istaryatiningtias, I. (2020). Promoting child-friendly school model through school committee as parents’ participation. International Journal of Evaluation and Research in Education, 9(4), 1025–1034. https://doi.org/10.11591/ijere.v9i4.20615
Fitriani, S., Istaryatiningtias, I., & Qodariah, L. (2021). A child-friendly school: How the school implements the model. International Journal of Evaluation and Research in Education, 10(1), 273–284. https://doi.org/10.11591/ijere.v10i1.20765
Fry, D., Fang, X., Elliott, S., Casey, T., Zheng, X., Li, J., Florian, L., & McCluskey, G. (2018). The relationships between violence in childhood and educational outcomes: A global systematic review and meta-analysis. Child Abuse & Neglect, 75, 6–28. https://doi.org/10.1016/j.chiabu.2017.06.021
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis. Campbell Systematic Reviews, 17(2), Article e1143. https://doi.org/10.1002/cl2.1143
Guest, G., Namey, E., & Chen, M. (2020). A simple method to assess and report thematic saturation in qualitative research. PLOS ONE, 15(5), Article e0232076. https://doi.org/10.1371/journal.pone.0232076
Hajaroh, M., Rukiyati, Purwastuti, L. A., & Nurhayati, R. (2021). Development of the evaluation instrument of the child-friendly school policy in elementary schools. International Journal of Instruction, 14(3), 327–340. https://doi.org/10.29333/iji.2021.14319a
Hasibuan, A. T., & Rahmawati, R. (2019). Sekolah ramah anak era Revolusi Industri 4.0 di SD Muhammadiyah Pajangan 2 Berbah Yogyakarta. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 11(1), 49–76.
Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, Article 114523. https://doi.org/10.1016/j.socscimed.2021.114523
Indraswati, D., Widodo, A., Rahmatih, A. N., Maulyda, M. A., & Erfan, M. (2020). Implementasi sekolah ramah anak dan keluarga di SDN 2 Hegarsari, SDN Kaligintung, dan SDN 1 Sangkawana. JKKP: Jurnal Kesejahteraan Keluarga dan Pendidikan, 7(1), 51–62.
Jailani, Prahmana, R. C. I., & Widodo, S. A. (2025). A narrative review of child-friendly school implementation in religious-based education: A transformative perspective from Indonesia, Asia, and the global context. International Journal of Child Care and Education Policy, 19, Article 23.
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159X.2020.1755030
Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120–124. https://doi.org/10.1080/13814788.2017.1375092
Kurniyawan, M. D., Sultoni, & Sunandar, A. (2020). Manajemen sekolah ramah anak. Jurnal Administrasi dan Manajemen Pendidikan, 3(2), 192–198.
Liestyasari, S. I., Karsidi, R., Asrowi, A., & Rahman, A. (2023). Challenges of implementing child-friendly school model in Surakarta, Indonesia. International Journal of Evaluation and Research in Education, 12(4), 2130–2137. https://doi.org/10.11591/ijere.v12i4.25149
McGrath, C., Palmgren, P. J., & Liljedahl, M. (2019). Twelve tips for conducting qualitative research interviews. Medical Teacher, 41(9), 1002–1006. https://doi.org/10.1080/0142159X.2018.1497149
Molinari, L., & Grazia, V. (2023). A multi-informant study of school climate: Student, parent, and teacher perceptions. European Journal of Psychology of Education, 38(4), 1403–1423. https://doi.org/10.1007/s10212-022-00655-4
Mtisi, S. (2022). The qualitative case study research strategy as applied on a rural enterprise development doctoral research project. International Journal of Qualitative Methods, 21, 1–13. https://doi.org/10.1177/16094069221145849
Müller-Kuhn, D., Herzig, P., Häbig, J., & Zala-Mezö, E. (2021). Student participation in everyday school life—Linking different perspectives. Zeitschrift für Bildungsforschung, 11, 35–53. https://doi.org/10.1007/s35834-021-00296-5
Nurhayati, R., Aw, S., Dwiningrum, S. I. A., Hajaroh, M., & Herwin, H. (2024). Validity and reliability of child-friendly school policy evaluation instruments in primary schools: Confirmatory factor analysis. International Journal of Educational Methodology, 10(1), 965–977. https://doi.org/10.12973/ijem.10.1.965
Pratiwi, D., & Hariri, H. (2022). Evaluation of child friendly school in building student character: A literature review. International Journal of Current Science Research and Review, 5(8), 3193–3198.
Priya, A. (2021). Case study methodology of qualitative research: Key attributes and navigating the conundrums in its application. Sociological Bulletin, 70(1), 94–110. https://doi.org/10.1177/0038022920970318
Rashid, Y., Rashid, A., Warraich, M. A., Sabir, S. S., & Waseem, A. (2019). Case study method: A step-by-step guide for business researchers. International Journal of Qualitative Methods, 18, 1–13. https://doi.org/10.1177/1609406919862424
Saptono, B. (2022). Implications of child-friendly school policies in reducing cases of violence against children in elementary schools. Jurnal Prima Edukasia, 10(1), 96–103. https://doi.org/10.21831/jpe.v10i1.45816
Smit, B. H. J., Meirink, J. A., Berry, A. K., & Admiraal, W. F. (2020). Source, respondent, or partner? Involvement of secondary school students in participatory action research. International Journal of Educational Research, 100, Article 101544. https://doi.org/10.1016/j.ijer.2020.101544
Sohani, & Umami, M. (2025). Implementation of child-friendly madrasah program. Jurnal Penelitian Pendidikan, 42(2), 145–154.
Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26–28.
Subqi, I., Hariyadi, Zaman, B., & Sutrisno. (2022). Internalization of humanist-religious education in child-friendly madrasahs in Indonesia. Jurnal Tarbiyatuna, 13(2), 163–177.
Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, Article 100912. https://doi.org/10.1016/j.dr.2020.100912
Published
2026-06-30
How to Cite
Sastrawan, D., & Yanti, Y. (2026). Evaluation of the Implementation of Child-Friendly Madrasah Management in Madrasah Ibtidaiyah, Bandar Lampung City. GHAITSA : Islamic Education Journal , 7(2), 348-366. https://doi.org/10.62159/ghaitsa.v7i2.2756
Section
Articles
Copyright (c) 2026 Doni Sastrawan, Yuli Yanti
This work is licensed under a Creative Commons Attribution 4.0 International License.
