Implementasi Budaya Organisasi Sekolah Ramah Anak (SRA) dalam Meningkatkan Karakter Mandiri Peserta Didik di SMP Islam Terpadu Wahdah Islamiyah Makassar

Abstract

This study aims to explore how the implementation of the Child-Friendly School (SRA) organizational culture at Wahdah Islamiyah Makassar Integrated Islamic Junior High School contributes to the development of students' independent character. The approach used was a qualitative case study with data collection through semi-structured interviews, participant observation, and documentation analysis. Participants consisted of the principal, vice principal, eight teachers, and 12 students selected through purposive and snowball sampling. Data analysis was conducted thematically following the interactive model of Miles and Huberman with triangulation and member checking practices to ensure credibility. The main findings identified three central themes: (1) internalization of SRA values ​​within the school culture that creates a psychologically safe climate; (2) participatory pedagogical strategies (e.g., project-based learning and peer mediation) that provide space for student initiative; and (3) the dynamics of supportive teacher-student relationships that trigger the courage to take initiative. The results showed that SRA functions dually as a protective framework as well as a character development culture that facilitates the emergence of independent behaviors in the form of academic initiative, task management, and conflict resolution. The research's contributions include enriching the theory of school organizational culture in a child-friendly context, as well as practical recommendations for schools and policymakers on integrating SRA into teaching and learning practices and teacher training. Further comparative and longitudinal research is recommended to test the generalizability and sustainability of the effects of SRA culture.