Planning Child-Friendly Schools To Improve Girls' Learning Achievement

(A Descriptive Study at Bojongnangka Integrated Junior High School, Tasikmalaya City)

Abstract

Education aims to optimally develop students' potential, including cognitive, affective, and psychomotor skills. Child-Friendly Schools (CFS) are an educational approach that places children at the center of attention, guarantees their rights, and creates a safe, comfortable, and conducive learning environment for students' academic and character development. Child-Friendly School planning plays a crucial role because it determines the direction of policies, programs, and measurable strategies to improve physical safety, psychological security, respect for children's dignity, and active student engagement. This study uses a descriptive approach to analyze CFS planning in improving student achievement at MTs Terpadu Bojongnangka, Tasikmalaya City. Initial research results indicate challenges in implementation, such as low learning motivation, stagnant academic achievement, lack of self-regulation, and high absenteeism. These findings emphasize the importance of comprehensive CFS planning, involving all stakeholders, and integrated into the curriculum and school management to support optimal improvement in learning achievement.