JIPTEK: Jurnal Ilmiah Pendidikan Teknik dan Kejuruan

This research aims to explain the design principles of child-friendly vocational schools, describe the architectural conditions of the facilities and infrastructure in Jakarta 1 State Vocational School, and explain their suitability based on the design principles of child-friendly vocational schools. This research uses a qualitative approach with a descriptive method. Data collection techniques in this research use observation and documentation. The object of this research is the facilities and infrastructure of Jakarta 1 State Vocational School in the scope of a general learning room, a supporting learning room, and a specific learning room for construction and property engineering expertise. The final result explains that the architectural conditions of the facilities and infrastructure in Jakarta 1 State Vocational School are very suitable following the design principles of a child-friendly vocational school, including safety, health, comfort, easiness, and security requirements. The final suitability score is 74.5%. The most suitable assessment is on the Safety criteria, while the lowest is on the Comfort criteria.


INTRODUCTION
Vocational secondary education will be attended by students aged 16-18 years who categorized as a school-age children who are classified as teenagers (Kesehatan, 2014).
Hasselt and Hersen argued that "adolescence is also known as the period "in between period", which is a period when individuals can no longer be classified as children but are immature when classified as adults" (Priatini, Latifah, & Guhardja, 2008). At this time, children will continue to make adjustments to the environment around them. One type of superior development in adolescents is the existence of "social cognition". In this development, adolescents have the ability to understand the people around them. This ability to recognize, can support adolescents to be able to seek and relate socially with their peers (Fatmawaty, 2017). Therefore, as one of the environments that will influence the student's social development, the school must be created into an adequate environment. An effective school is a school that can affect the development of children as their students, both psychologically, in thought, and in the heart, providing knowledge that is national and meets the standards of educational policies, and the school is accredited (Irwanto, 2020).
Regarding how schools are effective, eight educational standards must be appropriately met through the Government Regulation of the

Republic of Indonesia Number 19 of 2005
concerning National Education Standards (SNP) (Pusat, 2005). However, in reality, the average SNP achievement for 2016 -2018 on Vocational High Schools in Central Jakarta City itself has not complied with two weak points SNP, where one of them being Standard of Educational Facilities and Infrastructure, with a score of 3.14 out of 5.
Educational facilities are all facilities, including; equipment, accessories, materials, and furnishings, used directly in the learning process. Meanwhile, educational infrastructure means facilities that indirectly support the course of educational activities (Indrawan, 2015). It can be concluded that facilities and infrastructure are in the form of a mass of buildings and furniture inside, which can be related to the school's architecture as an educational building.
Regarding the architectural scope, facilities and infrastructure should be adapted to the needs of their use, which can be seen through the habits and daily activities of children at school.
The architectural condition of the school can be defined as a description of the architectural condition of the school building.
The CFS concept was put forward globally by UNICEF in 2009. The application of CFS will be different in each region because there are adjustments to different problems, which are seen from the reality of the situation and the demands of society. Examples of differences in the application of CFS are; the application to buildings, which includes facilities and infrastructure in schools, the application to the implementation of education, which includes teaching methods and curricula, and the applications to utilize alternative resources (Cinta, 2017

RESEARCH METHODOLOGY
This research is located at Jakarta 1 State Vocational School, which is one of the vocational schools in Central Jakarta, Indonesia.  (Nasional, 2008).
All of these sources were analyzed and arranged into observation sheets as shown in Table 1

Safety Requirement
In this requirement, architectural design principles are implemented through the availability of demarcation of the work area in the learning room specifically for expertise programs as have been provided on SNI 6350:2016 (Batubara, 2016). The standard rules out that organizations supposed to minimize the installation of hanging furniture or in the learning facilities, or maximizing their installation so that they are strong by using anchors (Darmono et al., 2021). The example of standard's implementation is visualized in Figure   2.
Another implementation is the availability of active and passive fire protection, signage and similar architectural elements as evacuation instructions and warnings related to Occupational Health and Safety (OHS). The safety implementation is depicted in Figure 3.

Health Requirement
Architecturally, design principles are

Comfort Requirement
The design principle in this requirement is implemented through the availability of creativity space in each learning room (Anak, 2015). This because most of the time they have will run out in the learning room, so they need facilities to reduce boredom while participating in learning activities and for facilitate their characteristics who like to seek information and be creative (Fatmawaty, 2017). Figure 5 depicts the creativity space.
Another idea for implementations are the availability of space with a minimum area according to the ratio of students for each type of learning space as illustrated in Figure 6. The availability of furniture and learning facilities that are sized according to students and applicable standards according to standard by Panero and Zelnik (1979) and Neufert (1996).
The availability of furniture with the layout is in accordance with the space for movement, and about the fulfillment of comfort in space including; (1) thermal comfort with an opening by >5% room area, (2) visual comfort with minimum lighting by 250 Lux and avoidance of sun glare (Indonesia, 2001), and (3) audial comfort with minimum noise level by <55 dB (Hidup, 1996).

Easiness Requirement
Architecturally, the design principles in   learning facilities that make it easy for individual and group learning activities (Anak, 2015).
Related to the layout of learning facilities as an implementation, this is in line with workshop management as a strategy to achieve workshop goals through planning, organizing, actuating and controlling (Ali, 2014). In this case, the layout of learning facilities can be positioned according to the workflow of practicum activities so that zoning is formed to separate activities, which will make it easier in terms of controlling. Moreover, another implementation that can support this requirement is the availability of signage as a marker for circulation routes to facilitate evacuation. Figure 7 visualizes the Easiness Requirement.

Security Requirement
Through the existence of Operational elements in the architectural elements of childfriendly schools put forward by Cinta (2017), and regarding to the criteria for teenagers who like to find out and have the hope of learning a lot (Fatmawaty, 2017), so the learning room should be used at any time.
To provide these facilities, the design principle in this requirement is carried out through; (1) The use of safe materials that do not contain many hazardous chemicals such as using an epoxy floor with a low VOC content as a material for demarcating the floor area of learning room, (2) The location of the learning room that is not hidden, (3) about Installation of windows, so that activities in the room can be monitored directly from outside the room, (4) avaibility of the CCTV in learning rooms and other areas in schools that have minimal supervision, and (5) avaibility of signage or similar architectural elements that contain appeals related to OSH in the form of rules for using the learning room, and prohibitions on things that students are not allowed to do. Figure   8 illustrates the visual transparency concept.      infrastructure that must be owned by schools in the support group, this school has an outdoor space in the form of a playground with two types of fields that can be used for playing activities, sports, ceremonies, extracurricular activities, and others that are easy to access, from their classroom, as it is illustrated in Figure 13. In addition, the school also has a hall that can be used for activities both internally and externally by parties outside the school. To accommodate the needs of adolescent students with their various problems, the school also provides a counseling room designed to protect student's privacy.

Vocational School Design Principles
Through the observation activities that have been carried out, the suitability of the facilities and infrastructure of Jakarta 1st State Vocational School based on child-friendly vocational school design principles is in the suitable category, with an assessment percentage of 74.5%. Table 3 is the ranking of the ratings based on the difference of the score for each requirement in child-friendly vocational school design principles.

Safety Requirement
In terms of safety, the lowest assessment

Health Requirement
In