Vol. 5, No. 10, October 2024
E-ISSN:2723 6692
P-ISSN:2723 6595
http://jiss.publikasiindonesia.id/
Journal of Indonesian Social Sciences, Vol. 5, No. 10, October 2024 2489
Implementation of the Right to Education for Abandoned
Children in Salatiga City
Jogi Talar Saragih, Erika Magdalena Rumahorbo, Herbin Marulak Siahaan
Universitas Kristen Satya Wacana Salatiga, Indonesia
Correspondence: [email protected]
KEYWORDS
ABSTRACT
Abandoned Children; Right to
Education; Salatiga City
Government
This study was conducted to examine the implementation of the
right to education for abandoned children in the city of Salatiga. The
main objectives are, first, to explain how Salatiga city government
regulations play a role in fulfilling the right to education for
abandoned children, and second, to explore how these regulations
are implemented. Using a normative legal research method, which
employs both statute and conceptual approaches, the study draws
on secondary legal materials from literature, legal journals, expert
opinions, and official websites. The findings reveal that in Salatiga,
the right to education for abandoned children is implemented
through both formal and non-formal education. Formal education
focuses on basic education, while non-formal education includes
vocational training and entrepreneurial coaching. The results of this
research show that the application of formal and non-formal
education by the Salatiga city government has successfully increased
access to education for abandoned children. This study contributes
significantly to promoting more inclusive and sustainable
educational policies for abandoned children, with recommendations
for improved regulations and more targeted vocational education
programs.
Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
Introduction
Education is a human right that must be accessible to all children, regardless of their
background or circumstances. However, in the city of Salatiga, there are still abandoned children
who have not received proper education. These abandoned children often face challenges that
hinder their access to education, such as poverty, discrimination, and a lack of awareness about the
importance of education. This condition reflects a complex social problem that requires special
attention from various parties. Education for abandoned children is not only essential for character
development and knowledge acquisition, but also as a means to achieve social and economic
success in the future (Sukadi, 2013).
One of the main issues faced by abandoned children is their limited access to both formal and
non-formal education. Factors such as poverty and the inability of parents to meet their children’s
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basic needs are the primary causes (Ummah, 2014). Moreover, many abandoned children are
exploited by irresponsible parties, resulting in them losing the opportunity to grow and develop
normally. This situation exacerbates the issue of abandoned children whose rights are neglected,
both in terms of education and protection from violence and discrimination (Khoirunnisa et al.,
2020).
Previous studies have examined the issue of abandoned children from the perspective of
social welfare and law (Wiratraman, 2018). Several studies show that abandoned children often
become the most vulnerable group to violations of their basic rights, including the right to
education. According to Law Number 4 of 1979 on Child Welfare, abandoned children are defined
as those who are neglected by their parents, resulting in their spiritual, physical, and social needs
not being adequately met. In this context, the role of the government is crucial in ensuring that
abandoned children have access to proper education through appropriate regulations and policies
(Khoirunnisa et al., 2020).
The importance of this research lies in its effort to analyze the implementation of the right to
education for abandoned children in the city of Salatiga, specifically how the regulations of the
Salatiga city government play a role in fulfilling these rights. **This research has novelty in
uncovering how the implementation of formal and non-formal education can provide solutions to
the educational problems of abandoned children in Salatiga.** Furthermore, this research
contributes significantly to the formulation of more inclusive and sustainable educational policies,
which have not been extensively discussed in previous studies (Sukadi, 2013; Ummah, 2014).
Thus, this research aims to explain the role of the Salatiga city government's regulations in
fulfilling the right to education for abandoned children, as well as to examine the implementation
of these regulations. The results of this study are expected to provide recommendations that can be
applied to improve regulations and educational programs, particularly more targeted vocational
education, to create a more just and equitable education system in Salatiga.
Materials and Methods
To answer the formulation of the problem above, the researcher uses the following research
methods:
In this study, the data were analyzed using a normative approach focusing on the analysis of
legislation related to the fulfillment of the right to education for abandoned children in the city of
Salatiga. Primary data in the form of legislation, as well as secondary data from legal literature,
academic journals, and expert opinions, were systematically analyzed to assess the effectiveness of
the city's educational policy implementation. Each piece of information gathered was organized and
categorized based on relevant legal topics and social issues, and then analyzed using a descriptive
qualitative approach. The aim of this analysis was to comprehensively understand how these
policies are applied in practice and to what extent they are effective in increasing educational access
for abandoned children. Transparency in this analytical process was ensured by detailing the data
sources and the approach used to interpret the data.
Type of Research
The type of research in this study is normative legal research. Normative legal research is the
process of finding legal rules, legal principles and legal doctrines to answer legal issues faced
(Marzuki, 2019). This normative juridical research will analyze the nature of the regulation on the
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implementation of the right to education for abandoned children in Salatiga. This study also
discusses the actions of the Salatiga city government to implement regulations in fulfilling the right
to education for abandoned children.
Research Approach
The approach used in this study is a conceptual approach (Marzuki, 2019). Research with a
conceptual approach is an approach that is carried out by describing something in terms of abstract
characteristics and relationships with other conceptual entities. The conceptual approach is used
by using the concept of Human Rights in implementing the right to education for abandoned
children in Salatiga. The legislative approach is used in this study to examine laws and regulations
related to the Human Rights of abandoned children.
Legal Materials
This research was conducted by examining the literature between primary and secondary
legal materials. The primary legal material used is the 1945 Constitution Article 34. Mayor
Regulation No. 28 of 2018 concerning Guidelines for Social Rehabilitation for Children Abandoned
Outside Orphanages. Salatiga City Regional Regulation Number 11 of 2023 concerning
Strengthening Character Education. Secondary legal materials in this study are books that are in
accordance with the scope of discussion.
Results and Discussions
The Role of Salatiga City Government Regulations in Fulfilling the Right to Education of
Abandoned Children
Children, who are still in the developmental stage and are not yet able to make important
decisions or protect themselves, need the protection of adults. Unfortunately, not all children get
this protection. Some of them, known as abandoned children, have to face a life without adequate
protection. Abandoned children are actually included in the category of children at risk or children
in need of special protection (Suyanto, 2016). Vulnerable children are, in essence, a term used to
describe a group of children who, due to various situations, conditions, and cultural or structural
pressures, have not earned or even often had their rights violated. In the context of children's rights,
they have a series of rights that must be fulfilled by their parents. These rights include the right to
receive a proper education, self-and mental development, the right to express opinions and think,
the right to meet physical and spiritual needs, the right to play and recreational facilities, and the
right to adequate health care. If a child's rights are not fulfilled and do not receive adequate
attention from their parents, the child can be categorized as an abandoned child. Children who do
not have both parents or do not have guardians can also be considered abandoned children.
However, it is important to note that a child can also be considered abandoned if their rights are
not adequately or fully fulfilled.
According to KBBI, the definition of abandoned children is children aged 5-18 years who
spend most of their time earning a living or wandering on the streets and in public places. According
to the definition given by the Ministry of Social Affairs of the Republic of Indonesia, an abandoned
child is an individual between the ages of 5 and 18 years who, for various reasons (for example, a
condition of poverty or incapacity, illness of one or both parents or guardians, death of one or both
parents or guardians, disharmony in the family, or absence of a guardian or caregiver), is unable to
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adequately meet his or her basic needs, both in terms of physical, mental, and social. Abandoned
children can also refer to children who, for some reason, their parents neglect their obligations, so
that the child's needs cannot be adequately met, both mentally, physically, and socially, as well as
children who live in poor families and are up to 18 years old (Adhania, 2019).
On Monday (11/10/2021), a judicial operation carried out by a joint team consisting of the
Salatiga Police, Satpol PP, and the Social Service succeeded in arresting 10 individuals who were
included in the category of beggars, homeless people, and displaced persons (PGOT). The
individuals were secured from various locations, including around the Tamansari Roundabout,
Jalan Jenderal Sudirman, Jetis Intersection, Pasar Sapi Intersection, Cebongan T-junction, and
Keaddictran Intersection. Those arrested in this operation came from Salatiga and Semarang
Regency. After being arrested, they were taken to the Salatiga Social Service Shelter located on Jalan
Hasanudin. There, they are recorded and get coaching.
Based on Article 9 paragraph (1) of Law Number 23 of 2002 concerning Child Protection
(UUPA), it is stated that every child has the right to receive education and teaching that aims to
develop their personality and level of intelligence in accordance with their interests and talents.
Thus, in the context of education (Pasal 9 Undang-Undang Republik Indonesia Nomor 23 Tahun
2002 Tentang Perlindungan Anak , 2002), Article 9 paragraph 1 clearly stipulates that children can
develop their interests and talents according to their wishes, including street children, without any
exceptions (Almubarak, 2020). The community has an obligation to support the implementation of
education by providing the necessary resources. The government and local governments have the
right to direct, guide, assist, and supervise the implementation of education in accordance with
applicable laws and regulations. In addition, the Government and Regional Governments have an
obligation to provide services and facilities, as well as to ensure the implementation of quality
education for every citizen without discrimination. They must also ensure the availability of funds
for the provision of education for every citizen aged seven to fifteen. The right to education for
children in Indonesia has currently been regulated in state laws and regulations. Every child in
Indonesia has the right to education and teaching. In addition, children who show excellence in both
academic and non-academic fields are also entitled to special education.
During the period from July to December 2022, there were 60 children categorized as
abandoned children in several sub-districts in Salatiga. Abandoned children usually refer to
children who, for various reasons, do not receive adequate care or supervision from their parents
or guardians. This can include children living on the streets, children abandoned by their parents,
or children living in extreme poverty conditions (Pemkot Salatiga, 2023, p. 448).
Table 1. Distribution of Abandoned Children Across Districts and Villages in Salatiga
and Surrounding Areas
It
Regency/City
District
Abandoned Children
1
Salatiga
Argomulyo
0
2
Salatiga
Argomulyo
1
3
Salatiga
Argomulyo
1
4
Salatiga
Argomulyo
0
5
Salatiga
Argomulyo
0
6
Salatiga
Argomulyo
8
7
Salatiga
Sidorejo
1
8
Salatiga
Sidorejo
5
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9
Salatiga
Sidorejo
0
10
Salatiga
Sidorejo
0
11
Salatiga
Sidorejo
0
12
Salatiga
Sidorejo
17
13
Salatiga
Tingkir
0
14
Salatiga
Tingkir
0
15
Salatiga
Tingkir
2
16
Salatiga
Tingkir
4
17
Salatiga
Tingkir
0
18
Salatiga
Tingkir
4
19
Salatiga
Tingkir
4
20
Salatiga
Sidomukti
0
21
Salatiga
Sidomukti
5
22
Salatiga
Sidomukti
0
23
Salatiga
Sidomukti
3
24
Outside Salatiga City
-
5
Total
60
This table appears to include data on several areas in Salatiga and outside the city of Salatiga.
Each row in the table represents a region and the number associated with it. Here's a further
explanation:
1. Argomulyo, Salatiga: There are a total of 10 units
2. Sidorejo, Salatiga: There are a total of 23 units
3. Tingkir, Salatiga: There are a total of 14 units
4. Sidomukti, Salatiga: Island total 8 units
5. Outside Salatiga City: There are a total of 5 units.
The government has a significant responsibility to the education sector, which is ideally
realized through the provision of basic school needs, educational infrastructure, and professional
educators, as well as policies that are not discriminatory against students. Education, as a
fundamental element of human rights, encompasses a wide range of aspects including economic,
social, cultural, and civil and political rights. The right to education is a human right and is an
important means of ensuring the fulfillment of other rights. The provision of comprehensive
education is a prerequisite for obtaining the right to employment, assuming that higher education
will facilitate access to employment opportunities. Thus, education plays an important role in
paving the way to job opportunities and social mobility (Pantouw et al., 2023).
The Salatiga city government itself has Salatiga City Regional Regulation No. 4 of 2009
concerning the Implementation of Education. In article 66 paragraph (2) it is stated that education
funds are allocated at least 20% (Peraturan Daerah Kota Salatiga Nomor 4 Tahun 2009 Tentang
Penyelenggaraan Pendidikan, 2009). This means that of the total budget owned by the city
government, at least one-fifth should be used to support education. These funds can be used for
various educational purposes, such as the construction and maintenance of educational facilities,
the procurement of books and learning tools, curriculum development, teacher training,
scholarship programs, and others. The purpose of this allocation is to ensure that education
receives sufficient financial support from the city government, and to demonstrate the
government's commitment to prioritizing education in its public spending. Article 10 (K) and (L)
states that the Salatiga city government allocates a portion of its budget to support the education of
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school-age children from poor families, ensuring they have access to primary and secondary
education, including fees such as tuition, books, uniforms, and other learning equipment. In
addition, the government also provides financial assistance to high-achieving children from poor
families who want to continue their education to the university level, ensuring that academic ability,
not economic background, determines a person's access to higher education. These two initiatives
demonstrate the government's commitment to supporting education and helping to reduce
educational disparities that may be caused by poverty ('SALATIGA CITY REGIONAL REGULATION
NUMBER 4 OF 2009 CONCERNING THE IMPLEMENTATION OF EDUCATION', 2009).
Facing and tackling issues related to children requires a serious and comprehensive
approach, considering the complexity of the problems that may be faced. This is important as part
of the process to anticipate better physical, psychological, mental, and social development of the
child. Law of the Republic of Indonesia Number 4 of 1979 concerning Child Welfare provides a legal
framework that regulates the rights of children, as explained in Article 2: (1) Children have the right
to welfare, care, care and guidance based on affection, both in the family and in special care, to grow
and develop naturally; (2) Children have the right to service to develop their abilities and social life,
in accordance with good norms and useful for society; (3) Children have the right to maintenance
and protection, both during the womb and after birth; (4) Children have the right to protection of
the environment that can harm or inhibit their growth and development in a reasonable manner.
All of these rights reflect the state's commitment to protecting and promoting the welfare of
children (Sukadi, 2013).
The Salatiga City Government, through the Social Service, has the responsibility to deal with
issues related to abandoned children in the city. The Social Service functions as a form of
government responsibility in dealing with the problem of abandoned children. Next, the Salatig City
Social Service offers education in formal and informal forms. Formal education refers to the 12-year
compulsory education program which is a Government policy. All costs for this program are borne
by the state. Usually, children who are displaced and live in Social Institutions will get access to this
12-year compulsory education program (Suryani, 2019). The 12-Year Compulsory Learning
Program is regulated in Law Number 20 of 2003 concerning the National Education System
(Sisdiknas). In addition, this program also received support from the Regulation of the Minister of
Education and Culture (Permendikbud) Number 19 of 2016. In the Permendikbud, the compulsory
education age is set from 6 years to 21 years old or until the completion of the secondary education
unit as a 12-year compulsory education pilot (Ihsan, 2023). However, it should be noted that not all
children who have received guidance and rehabilitation at Rehabilitation Homes or Social Homes
have the desire to complete the 12-year compulsory education program. Therefore, the Salatiga City
Social Service also strives to provide informal education through skills training programs. This
program is designed in accordance with the training provided by the Salatiga City Social Service
and lasts for 6 months, specifically aimed at abandoned children (Suryani, 2019).
Implementation of Regulations by the Salatiga City Government in Fulfilling the Right to
Education of Abandoned Children
In Article 7 of the Regional Regulation of Salatiga City No. 12 of 2018 for People with Social
Welfare Problems (PMS), it is said that data collection and updating of MSME and PSKS data is
carried out by the Social Service. The Social Service reports the results of data collection as referred
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to in paragraph (1) to the Social Service of Central Java Province in accordance with the provisions
of the Laws and Regulations (Peraturan Daerah (Perda) Kota Salatiga Nomor 12 Tahun 2018
Tentang Penanganan Penyandang Masalah Kesejahteraan Sosial, 2018). Then in Article 8 it is also
said that data collection by the Social Service, as stipulated in Article 7 paragraph (1), is carried out
by Data Collection Officers consisting of sub-district and sub-district officials. They involved District
Social Welfare Workers, Youth Organizations, Community Social Workers, and community leaders.
Data Collectors must meet several requirements, including a minimum education of high school or
equivalent, have participated in data collection training in the field of social welfare, be registered
as a local resident, and have a data collection assignment letter. Data Collection Officers are
determined by the Mayor and the process of their appointment and dismissal is regulated in
accordance with the provisions of the Laws and Regulations (Regional Regulation (PERDA) of
Salatiga City Number 12 of 2018 concerning the Handling of People with Social Welfare Problems,
2018).
Based on Article 4 of the Regulation of the Minister of Social Affairs of the Republic of
Indonesia No. 8 of 2012 concerning Guidelines for Data Collection and Data Management of People
with Social Welfare Problems and Potential and Sources of Social Welfare, the purpose of this data
collection is to create a common understanding of data collection and data management of MSMEs
and PSKS. This also aims to improve the quality of data collection and data management of MSMEs
and PSKS in provincial social agencies and district/city social agencies. In addition, this initiative
seeks to ensure the availability of complete and accurate MSME and PSKS data.
The Social Service will provide formal and non-formal education programs for abandoned
children, formal education is compulsory for 12 years. The compulsory tuition fee is fully borne by
the state. For example, Stella Matutina Junior High School, which is under the auspices of the
Marsudirini Foundation, has consistently collaborated with the Government through the Salatiga
City Education Office. Our school is committed to providing significant support and attention to
underprivileged students, ensuring they can meet their nine-year and later twelve-year study
obligations up to high school, be it high school or vocational school. This is in line with the mission
of the Archdiocese of Semarang (KAS), which focuses on providing attention to vulnerable
individuals, including those who are underprivileged, marginalized, and disabled (KLMTD)
(BSSKM 2022 SMP Stella Matutina Salatiga, 2022).
Basically, the Social Assistance Program for Underprivileged Students (BSSLM) is an integral
part of the overall education program. The main purpose of this assistance is to facilitate access to
education for the underprivileged, allowing them to follow the compulsory education process for
nine years and have the potential to progress and develop. We are aware that access and acceptance
of proper education in Indonesia is not evenly distributed. This is largely due to the high prevalence
of poverty. Future generations, who will lead and make our nation proud, need full support and
adequate educational facilities. The hope is that we will be able to form a smart, skilled, and
independent generation, who are able to achieve and contribute to the development of the country,
both physically and spiritually. National Education is education aimed at the nation's children. With
the Underprivileged Student Assistance Program, we open opportunities for underprivileged
students and families to access education and get a proper education. In line with the development
of existing and continuous education and learning, SMP Stella Matutina also continues to update
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itself comprehensively and synergistically in its services, including its infrastructure and
curriculum, which adapts to the development of the times or the current situation.
Yuni Ambarwati, Head of the Salatiga City Education Office, emphasized that the School
Operational Assistance (BOS) funds from the central government are not only to help or support
school operations, but actually finance school operations. "At least 90 percent of school operational
costs are fulfilled by the central BOS, considering that public schools provide free education, so our
budget comes from the BOS which is financed by the state budget," said Yuni. He added, "We feel
very helpful with this BOS in meeting the needs in schools to achieve the eight National Education
Standards (SNP) and improve the quality of student learning." He revealed this while at the Salatiga
City Education Office, Central Java (Kemendikbud, 2021).
The Compulsory Learning Program, which is the minimum education that all citizens must
attend, is still in an uncertain stage. The 12-year Compulsory Learning Program, although it has
long been a topic of discussion, does not have a clear legal basis and the government has not taken
concrete actions to make it happen. This program has an important role in providing equal
opportunities for Indonesia citizens to get quality education. The main goal is to provide education
that can develop the potential of individuals, so that they can develop, contribute to society, and
advance the country. In addition, this program also aims to facilitate the continuation of education
to a higher level. To support the implementation of this program, complete learning facilities and
support the teaching and learning process in the classroom are very necessary. However, there are
several challenges that need to be considered in the implementation of the 12-year Compulsory
Learning program, especially in line with the current development of education. One of them is the
lack of public attention to the importance of educational programs, especially among teenagers who
often drop out of school. This has become a common problem in communities that do not pay
attention to the importance of education (Hasanah & Mutiani, 2019).
The Salatiga City Government through the Social Service also provides entrepreneurial skills
training to abandoned children who do not want formal school. Debriefing in the form of skills in
entrepreneurship is highly emphasized by the Salatiga City Social Service in dealing with
abandoned children. This is done with the aim of building an independent and productive attitude
of a child. The greater a child's interest in entrepreneurship, the more 83 will develop a desire in
him to develop various ideas that can be expressed both for himself and others. However, in the
Social Service providing a forum in the form of skills, there are still abandoned children who do not
want to attend the activity. This is because the children no longer care about themselves. Therefore,
the Salatiga City Social Service coordinates first with the parties of the Rehabilitation Home or Social
Home to assist in the implementation of these activities. Independence Training for Abandoned
Children: This program involves screen printing technical training, which is attended by 50
children. The goal of this training is to equip children with skills that they can use to earn a living
and become independent. The budget needed for this program is IDR 80,672,000.
Accompanying Children Facing the Law/Abandoned Children: This program is designed to
provide support and assistance to children who are facing the law or who are abandoned. The
budget needed for this program is IDR 18,999,900. So, the total budget needed for Basic Social
Rehabilitation for Abandoned Children who are not in orphanages is Rp 99,671,900,-. This budget
is used to finance both programs, both of which aim to help abandoned children grow and develop
optimally.
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The Social Service also provides specific skills training for displaced children, with the aim of
helping them become independent and productive. For abandoned girls, they provide sewing
training. This training is designed to teach sewing skills that can be used to create different types of
clothes and accessories, which can later become a source of income for them. Meanwhile, for boys,
the Social Service provides electrical installation training. This training aims to teach basic skills in
electrical installation and repair, which are indispensable skills and can open up many job
opportunities. Thus, through these trainings, the Social Service strives to provide displaced children
with the skills they need to build a better future.
Skills training for abandoned children has several main objectives. First, this training aims to
improve children's independence, by providing them with skills that they can use to earn a living
and contribute to society. Second, this training prepares them for the future by providing more
career options and job opportunities. Third, having skills can increase children's self-confidence,
helping them in interacting with others and facing life's challenges. Fourth, by providing skills
training, we can help reduce inequalities in education and employment opportunities. Fifth,
displaced children who receive skills training can contribute to building stronger and more
prosperous communities. Overall, the goal of providing skills training to abandoned children is to
provide them with the tools and resources they need to build a better and brighter future.
Table 2. Government Policy Programs and Their Impact on Abandoned Children in Salatiga
Government
Policy Program
Program Description
Number of
Abandoned
Children
Helped
Policy Impact
Notes
12-Year Formal
Education
A compulsory education
program fully funded by
the state for abandoned
children in social
institutions
50 abandoned
children
Increased access to basic
and secondary
education for
abandoned children
Some children are
reluctant to
participate in
formal education
Vocational
Training
Vocational training
programs, such as sewing
for girls and electrical
installation for boys
30 abandoned
children
Fostered independence
by providing skills for
future employment
Low participation
from some children
in the program
Social
Rehabilitation
Social rehabilitation
program for abandoned
children outside of
orphanages
60 abandoned
children
Improved social welfare
and prepared children
for independent living
Program includes
both mental and
physical
rehabilitation
BOS (School
Operational
Assistance)
Operational assistance
funding schools and
reducing education costs
for abandoned children
100% of
students in
public schools
Helped cover school
operational costs,
ensuring free education
access for abandoned
children
BOS covers basic
and secondary
education
operational costs
The government's efforts in Salatiga to support abandoned children through various
programs have yielded notable outcomes. The 12-year compulsory education program, fully funded
by the state, has provided formal education to 50 abandoned children, significantly increasing their
access to basic and secondary education. However, some children are reluctant to participate in
formal education. In addition to formal schooling, vocational training programs, such as sewing for
girls and electrical installation for boys, have helped 30 abandoned children acquire skills for future
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employment, fostering their independence. Despite this, not all children actively participate in these
programs, reflecting a need for further encouragement. The social rehabilitation program has
benefited 60 abandoned children by improving their mental and physical well-being, preparing
them for independent living. Lastly, the School Operational Assistance (BOS) program has ensured
that all children attending public schools have access to free education, covering operational costs
and enabling equal access to educational resources. Overall, these initiatives have positively
impacted the lives of abandoned children, though continued efforts are necessary to address gaps
in participation and engagement.
Conclusion
Based on the findings, it can be concluded that while the Salatiga City Government has made
efforts to fulfill the right to education for abandoned children through formal education programs,
vocational training, and social rehabilitation, challenges remain in terms of participation and
program effectiveness. Some abandoned children are reluctant to participate in the formal
education and skills training provided. To improve the success of these policies, the government
needs to adopt a more holistic approach, such as providing more intensive support for the children
and their families, and expanding access to education through special scholarship programs for
abandoned children. Additionally, collaboration between the government, non-profit
organizations, and local communities is essential to raise awareness of the importance of education
for abandoned children and to ensure sustained support. Through these joint efforts, positive
changes can be made to secure a better future for these children.
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https://doi.org/10.25139/dev.v3i2.1863
Almubarak, I. A. (2020). Pemenuhan Hak Pendidikan Anak Jalanan di Kota Bengkulu Berdasarkan
Hukum Positif dan Hukum Islam [Skripsi, Institut Agama Islam Negeri Bengkulu].
http://repository.iainbengkulu.ac.id/id/eprint/5022
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