Respons Kebijakan Kepala Sekolah terhadap Decoupling Akreditasi di Sekolah Dasar Rural
Authors
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Panu Sandi
Universitas Pendidikan Ganesha
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Baiq Indrawati Handayani
Universitas Pendidikan Ganesha
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Sahrin
Universitas Pendidikan Ganesha
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Baiq Kartini Muliana
Universitas Pendidikan Ganesha
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Basilius Redan Werang
Universitas Pendidikan Ganesha
DOI:
https://doi.org/10.36312/jar.v5i3.6315Keywords:
Akreditasi Sekolah, Budaya Mutu, Decoupling, Kepala Sekolah, Sekolah RuralAbstract
Akreditasi sekolah idealnya mendorong pelembagaan budaya mutu berkelanjutan, namun realitasnya sering memicu fenomena decoupling (formalitas administratif). Penelitian ini bertujuan menganalisis respons kebijakan kepala sekolah terhadap implementasi penjaminan mutu pascaakreditasi dan mengidentifikasi bentuk kesenjangan antara formalitas akreditasi dengan praktik operasional di sekolah dasar rural serta mengeksplorasi faktor-faktor struktural dan kontekstual yang memengaruhinya. Menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif-analitis di SD Negeri X, perbatasan rural Kabupaten Lombok Tengah, penelitian melibatkan 1 kepala sekolah dan 8 guru sebagai informan kunci. Data dikumpulkan melalui wawancara mendalam, observasi terstruktur, dan studi dokumentasi selama tiga minggu, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldana. Hasil penelitian menunjukkan kontradiksi tajam antara klaim manajerial dan realitas operasional: dokumen penjaminan mutu harian berstatus "Ada, Tidak Mutakhir", konsistensi standar pembelajaran di kelas fluktuatif, dan perbaikan sarana terhambat regulasi Dana BOS yang rigid. Temuan mengonfirmasi mekanisme organizational decoupling yang dipicu oleh beban kerja ganda guru, keterbatasan sumber daya, dan kepatuhan simbolik terhadap akreditasi. Studi menyimpulkan bahwa penjaminan mutu di sekolah rural bersifat episodik (pra-visitasi) dan memerlukan afirmasi kebijakan berbasis tata kelola adaptif serta diferensiasi instrumen akreditasi.
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