RERPODUKSI PRAKTIK AKADEMIK DALAM PROGRAM KELAS UNGGULAN DI SMAN Y SURABAYA

RERPODUCTION OF ACADEMIC PRACTICE IN THE EXCELENT CLASS PROGRAM AT SMAN Y SURABAYA

Kemendikbud menerapkan kebijakan zonasi agar meminimalisir sekolah menjadi ajang kompetisi yang menyebabkan terjadinya eksklusivitas dan praktik diskriminasi. Akan tetapi, kebijakan tersebut menimbulkan persoalan baru, yakni sekolah sulit mengatasi perilaku murid dengan latar belakang berbeda-beda, murid semakin sulit dibimbing dan motivasi belajarnya rendah sehingga mengakibatkan prestasi sekolah mengalami penurunan. Merespon hal ini, SMAN Y Surabaya menerapkan program kelas unggulan dengan menyeleksi murid berdasarkan rata-rata nilai rapot sebagai indikator bakat atau potensi murid. Implementasi program tersebut dalam rangka mengembangkan murid yang dianggap bibit unggul agar dapat menjadi murid yang berprestasi. Padahal, menurut Bourdieu perbedaan prestasi tidak semata berdasarkan bakat, melainkan dari latar belakang keluarga dalam memberi dukungan pendidikan bagi murid. Sebaliknya, melalui pengelompokkan tersebut akan menyebabkan kesenjangan antarmurid. Sebab, sekolah alih-alih menekankan pada usaha mentransformasi murid yang kurang pandai agar dapat mengejar ketertinggalannya dengan murid lainnya, malah mereproduksi perbedaan di antara mereka dengan menciptakan dikotomi ‘unggul’ dan ‘tidak unggul’.

Untuk itu, penelitian ini menggunakan teori reproduksi sosial Pierre Bourdieu bertujuan untuk menelusuri mekanisme reproduksi praktik akademik dalam program kelas unggulan di SMAN Y Surabaya sehingga menyebabkan kesenjangan prestasi antara murid kelas unggulan dan non-unggulan. Hasil penelitian ini menemukan bahwa 1) terdapat kesenjangan akumulasi modal dan disposisi habitus di antara para murid; 2) Dari kesenjangan tersebut, menghasilkan praktik akademik yang timpang mengenai produktivitas belajar di antara murid kelas unggulan dan non unggulan. 3) Mekanisme reproduksi praktik akademik murid terjadi melalui perbedaan perlakuan dari guru terhadap murid dengan kategori berbeda, yakni dalam hal labeling dan metode belajar. Sejak awal, murid kelas unggulan memiliki praktik akademik produktif yang berasal dari dukungan orang tua sehingga membantu mereka meraih nilai tinggi. Kemudian, sekolah memberikan mereka ruang eksklusif sebagai bentuk pembinaan dan ajang kompetitif agar meningkatkan motivasi belajar murid. Sementara itu, guru bukannya mencari solusi untuk merubah praktik akademik murid kelas non-unggulan yang kurang produktif, malah memberikan label negatif dan mengesampingkannya.

Schools as educational institutions are obliged to provide equal opportunities without discriminating against individual backgrounds. Therefore, the Ministry of Education and Culture implemented the zoning policy in order to minimize schools becoming a competition that causes exclusivity and discriminatory practices. However, the policy has created new problems, namely that schools find it difficult to cope with the behavior of students with different backgrounds, students are increasingly difficult to guide and their learning motivation is low, resulting in decreased school achievement. In response to this, SMAN Y Surabaya implemented a excellent  class program by selecting students based on the average report card score as an indicator of student talent or potential. The implementation of the program is in order to develop students who are considered excellent  seeds in order to become outstanding students. In fact, according to Bourdieu, the difference in achievement is not solely based on talent, but on the family background in providing educational support for students. On the other hand, the grouping will cause a gap between students. This is because schools, instead of emphasizing on transforming less intelligent students so that they can catch up with other students, reproduce the differences between them by creating a dichotomy of 'excellent ' and 'not excellent’.

Therefore, this study uses Pierre Bourdieu's social reproduction theory to trace the reproduction mechanism of academic practices in the excellent  class program at SMAN Y Surabaya that causes the achievement gap between excellent  and non-excellent  class students. The results of this study found that 1) there is a gap in capital accumulation and habitus disposition among students; 2) From these gaps, it produces unequal academic practices regarding learning productivity between excellent and non-excellent class students 3) The reproduction mechanism of student academic practices occurs through differences in treatment from teachers towards students with different categories, namely in terms of labeling and learning methods. From the beginning, excellent  class students have productive academic practices that come from parental support that helps them achieve high grades. Then, schools give them an exclusive space as a form of coaching and a competitive arena to increase students' learning motivation. Meanwhile, instead of finding solutions to change the unproductive academic practices of non-performing students, teachers label them negatively and ignore them.