Exploration Of Children's Activities In The Deli River Slum Area, Medan

Authors

  • Rangga Wardhana Barus Universitas Sumatera Utara
  • Wahyuni Zahrah Universitas Sumatera Utara

DOI:

https://doi.org/10.61132/konstruksi.v2i4.544

Keywords:

Children's activities, Slum area, Riverbank

Abstract

The problem that occurs in Medan city is the existence of riverside slum settlements, one of which is Aur village. The irregularity of buildings, high building density level, and the quality of buildings and facilities and infrastructure that do not meet the requirements for adequate housing can affect children's development. This research aims to explore children's activities in riverside slum areas. The research method used is exploratory qualitative, namely in the form of interviews and observations. The results of the research show that children spend their time in the afternoon playing and reciting the Koran around Masjid Jami Aur. This shows that the mosque and its courtyard are an important space for children's activities.

References

Chipakata Children's Academy / Ennead Architects. (2015). Chipakata Children's Academy. ArchDaily. https://www.archdaily.com/770497/chipakata-childrens-academy-ennead-architects?ad_medium=gallery

Cinta, A. S. (2017). Fleksibilitas ruang: Perancangan sekolah ramah anak. Institut Teknologi Sepuluh Nopember.

Flower + Kindergarten / OA-Lab. (2015). Flower + Kindergarten. ArchDaily. https://www.archdaily.com/782889/flower-plus-kindergarten-oa-lab?ad_medium=gallery

Kementerian Pemberdayaan Perempuan dan Perlindungan Anak. (2015). Panduan sekolah ramah anak.

Lickona, T. (2013). Educating for character: How our schools can teach respect and responsibility. Bantam Books.

Moore, R. C., & Wong, F. (2013). Children's environments: Play, learning, and development. Routledge.

Ningrum, A. S. (2020). Perancangan sekolah dasar ramah anak dengan kurikulum full day school di Surakarta. Surakarta.

Nuraeni, L., Andrisyah, A., & Nurunnisa, R. (2019). Efektivitas program sekolah ramah anak dalam meningkatkan karakter anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(1), 20–29.

Putri, A., & Akmal, A. (2019). Sekolah ramah anak: Tantangan dan implikasinya terhadap pemenuhan hak anak. Journal of Civic Education, 2(3), 228–235.

Putri, D. P. (2018). Pendidikan karakter pada anak sekolah dasar di era digital. AR-RIAYAH: Jurnal Pendidikan Dasar, 2(1), 37–50.

Suharjuddin, S., & Markum, M. (2021). Child-friendly school policy with children’s rights approach in Bekasi City. Jurnal Studi Guru dan Pembelajaran, 4(2), 387–397.

UNICEF. (2009). Child-friendly school manual. UNICEF.

UNICEF. (2018). Children in poverty: A new perspective. UNICEF.

Wuryandani, W., Faturrohman, F., Senen, A., & Haryani, H. (2018). Implementasi pemenuhan hak anak melalui sekolah ramah anak. Jurnal Civics: Media Kajian Kewarganegaraan, 15(1), 86–94.

Yosada, K. R., & Kurniati, A. (2019). Menciptakan sekolah ramah anak. Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar, 5(2), 145–154.

Zuchdi, D. (2011). Pendidikan karakter dalam perspektif teori dan praktik.

Zuriah, N. (2014). Pendidikan moral dan karakter: Kajian teori dan aplikasinya dalam pendidikan. Bumi Aksara.

Published

2024-09-02

How to Cite

Rangga Wardhana Barus, & Wahyuni Zahrah. (2024). Exploration Of Children’s Activities In The Deli River Slum Area, Medan. Konstruksi: Publikasi Ilmu Teknik, Perencanaan Tata Ruang Dan Teknik Sipil, 2(4), 149–158. https://doi.org/10.61132/konstruksi.v2i4.544