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Daffa Aryabima, Andarifka
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Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Implementasi Sistem Penerimaan Peserta Didik Baru dengan Model Gelombang di SMA Muhammadiyah 1 Karanganyar Daffa Aryabima, Andarifka; Aryabima, Andarifka
Jurnal Cahaya Edukasi Vol 2 No 4 (2025): Jurnal Cahaya Edukasi: Oktober
Publisher : Cahaya Smart Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63863/jce.v3i4.139

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi sistem penerimaan peserta didik baru dengan model gelombang di SMA Muhammadiyah 1 Karanganyar. Latar belakang penelitian ini didasari oleh kebutuhan sekolah untuk menarik minat calon siswa serta memberikan kesempatan yang adil bagi peserta didik dari berbagai latar belakang. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui wawancara dan observasi terhadap staf tata usaha serta dokumentasi sekolah. Analisis data dilakukan menggunakan model pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa sistem gelombang dalam penerimaan peserta didik baru terbukti efektif dalam meningkatkan jumlah pendaftar setiap tahunnya. Sistem ini memberikan fleksibilitas waktu pendaftaran, memotivasi siswa untuk segera mendaftar ulang, serta menciptakan persaingan sehat antar calon siswa. Selain itu, pemanfaatan teknologi informasi dan media sosial oleh sekolah turut berperan penting dalam memperluas akses informasi dan meningkatkan daya tarik sekolah. Kesimpulannya, sistem penerimaan berbasis gelombang mampu mendukung terciptanya komunitas sekolah yang inklusif, kompetitif, serta berkontribusi pada peningkatan citra SMA Muhammadiyah 1 Karanganyar sebagai sekolah swasta yang berkualitas.
Educational stratification and social dynamics of regular and plus class programs at Muhammadiyah 2 Senior High School Medan Daffa Aryabima, Andarifka
Priviet Social Sciences Journal Vol. 5 No. 11 (2025): November 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i11.722

Abstract

Educational stratification has become increasingly evident in the Indonesian school system through the differentiation of learning programs, one of which is the division between regular and additional classes. This study examines educational stratification and social dynamics through the implementation of regular and additional class programs at Muhammadiyah 2 Senior High School Medan. The establishment of the plus class program, initiated in 2013, was largely driven by parental aspirations to provide enhanced educational facilities and differentiated learning approaches for gifted students. Although the program introduces distinctions in tuition fees, facilities, and academic expectations, its impact on students’ motivation and social interaction remains underexplored. Using a descriptive qualitative approach, data were collected through in-depth interviews with a teacher, a regular class student, and a plus class student, complemented by participatory observation and document analysis. The findings reveal that although structural differences exist between the two programs, students perceive no significant social divisions. Interactions between regular and plus-class students remain harmonious, and teachers ensure equal treatment in the learning process. The results further indicate that stratification is not primarily an institutional initiative but rather a response to parental demand. From a sociological perspective, this study demonstrates that educational stratification does not necessarily produce social inequality. Instead, it can be understood as a form of differentiation that, if managed inclusively, supports both parental expectations and institutional goals without undermining social cohesion. This study contributes to the discourse on education and stratification by highlighting how schools can manage program differentiation while promoting equity and inclusiveness.
Co-Authors Aryabima, Andarifka