Masalah-Masalah Sosiologi Pendidikan Di SDN 03 Sangatta Utara: Analisis Interaksi Sosial dan Ketimpangan Pendidikan

Abstract

This qualitative research analyzes sociological issues in education at SDN 03 Sangatta Utara, focusing on forms of social interaction among teachers, students, and school community members; social factors causing educational inequality; and the school's efforts to address them. An interpretative approach grounded in Bourdieu's theory of social reproduction, Durkheim's social integration, and Parsons' functionalism was employed to uncover meanings behind the phenomena through participant observation, in-depth interviews with 12 key informants, focus group discussions, and document analysis. Findings reveal that interactions are dominated by authoritarian patterns (70% of class time) and exclusive peer groups among students, while parent communication occurs only 2–3 times per semester. Inequality is driven by economic disparities (60% of students from low-income families), uneven facility distribution (50% of classrooms), biased cultural norms, and the absence of structured remedial programs, resulting in a 25-point achievement gap. School initiatives through the "Inclusive Class" program increased student solidarity by 25%, counseling reached 15% of at-risk students, and cultural extracurriculars engaged 60% of active students, yet were hindered by low participation. Recommendations include flexible scheduling, digital parent communication, teacher rotation, mobile libraries, and harmony integration into the daily curriculum. This study affirms the school as a pivotal node for social equalization through teacher-parent-student synergy.