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Journal of Social Knowledge Education (JSKE)

an Open Access Journal

From Child Rights to Classroom Observation: A Document-Derived Rights-Based Universal Design for Learning Framework

Hamid Patilima
Universitas Panca Sakti Bekasi ROR
Indonesia
hamidpatilima29773@gmail.com
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  • Purpose of the study: This study aimed to develop a document-derived framework for observing how child-rights principles are enacted in everyday classroom practice. It examined how international child-rights and disability-rights norms, Universal Design for Learning (UDL), current Indonesian education and protection policy, and a practice-generating source corpus could be translated into candidate observation indicators designed for use from early childhood through upper-secondary education.

    Methodology: A structured documentary synthesis analysed a frozen corpus of 18 documents organised by source authority and analytic role. Thirty-four candidate items were mapped across four external documentary evidence families plus a separate practice-provenance trace, then audited for authority, directness, UDL 2.2-to-3.0 consistency, national-policy consistency, observation-readiness, redundancy, developmental applicability, and contradiction.

    Main Findings: The audit retained 21 items unchanged, revised seven to improve observation-readiness or construct boundaries, repositioned six event-triggered safeguarding items, and removed none. Framework v2.0 therefore contains 28 routine classroom items across seven domains plus six supplementary safeguarding items. Twenty-nine items were supported across all four external evidence families; five safeguarding items were supported across three because direct UDL alignment was neither expected nor required.

    Novelty/Originality of this study: The study offers an auditable method for translating abstract rights norms into classroom indicators formulated for observation without treating documentary convergence as psychometric validation. Its novelty lies in separating external documentary support from author-produced practice provenance, treating UDL 2.2 and 3.0 as one versioned design-framework family, and distinguishing routine teaching indicators from safeguarding and information-governance responsibilities.

  • How to cite

    [1]
    H. Patilima, “From Child Rights to Classroom Observation: A Document-Derived Rights-Based Universal Design for Learning Framework”, Jo. Soc. Know. Ed, vol. 7, no. 5, pp. 628–637, Sep. 2026, doi: 10.37251/jske.v7i5.3725.

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