ANALISIS RESPONS GURU TERHADAP IMPLEMENTASI SISTEM ZONASI DALAM PENERIMAAN PESERTA DIDIK BARU DI SMA NEGERI 4 KOTA KUPANG

Abstrak

Penelitian ini bertujuan untuk mengetahui dan menganalisis respons guru terhadap implementasi sistem zonasi dalam Penerimaan Peserta Didik Baru (PPDB) di SMA Negeri 4 Kota Kupang. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan berjumlah enam orang yang terdiri atas kepala sekolah, wakil kepala sekolah bidang kesiswaan, dan empat guru yang dipilih secara purposive berdasarkan keterlibatan langsung dalam pelaksanaan PPDB. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan dokumentasi. Analisis data dilakukan secara interaktif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa respons guru terhadap sistem zonasi cenderung positif, terutama pada aspek administratif dan transparansi proses seleksi berbasis aplikasi daring. Guru menilai bahwa sistem zonasi membuat proses PPDB lebih tertib, objektif, dan mengurangi tekanan sosial dari orang tua calon peserta didik. Namun demikian, terdapat tantangan berupa keterbatasan kuota dan persaingan pendaftaran yang cepat, sehingga tidak semua calon siswa dalam zona terdekat dapat diterima. Selain itu, sistem zonasi meningkatkan heterogenitas kemampuan akademik siswa, sehingga guru perlu melakukan adaptasi metode pembelajaran untuk menjaga kualitas proses belajar mengajar. Penelitian ini menyimpulkan bahwa keberhasilan implementasi sistem zonasi sangat dipengaruhi oleh disposisi dan kesiapan guru sebagai pelaksana kebijakan di tingkat sekolah.

This study aims to examine and analyze teachers’ responses to the implementation of the zoning system in the New Student Admission (PPDB) process at SMA Negeri 4 Kota Kupang. The research employed a qualitative approach with a case study design. Six informants were selected purposively, consisting of the principal, the vice principal for student affairs, and four teachers who were directly involved in the PPDB implementation. Data were collected through in-depth interviews, observation, and documentation. The data were analyzed interactively through data reduction, data display, and conclusion drawing. The findings indicate that teachers generally responded positively to the zoning system, particularly in terms of administrative order and transparency in the online-based selection process. Teachers perceived that the zoning system made the admission process more structured, objective, and less prone to social pressure from parents. However, several challenges were identified, including limited admission quotas and rapid competition during the registration process, which resulted in some students within the designated zone not being accepted. Furthermore, the zoning system increased the heterogeneity of students’ academic abilities, requiring teachers to adapt their instructional strategies to maintain the quality of the learning process. This study concludes that the successful implementation of the zoning policy is strongly influenced by teachers’ disposition and readiness as policy implementers at the school level.