Totok Rubiarto

Peran PORSEKA dalam Membangun Tim dan Menarik Siswa Baru di SMPN 1 Ganding Sumenep

Introduction

Peran porseka dalam membangun tim dan menarik siswa baru di smpn 1 ganding sumenep. PORSEKA di SMPN 1 Ganding Sumenep efektif tingkatkan kekompakan guru & tarik siswa baru. Penting untuk pengembangan SDM dan pemasaran pendidikan di sekolah pedesaan.

Abstract

Pekan Olahraga, Seni, dan Akademik (PORSEKA) di SMPN 1 Ganding, Sumenep, bertujuan meningkatkan kekompakan guru dan mempromosikan sekolah kepada siswa SD. Penelitian kualitatif ini menggunakan observasi, wawancara, dan kuesioner, melibatkan 13 guru, 2 staf, dan 30 siswa SD. Hasil menunjukkan PORSEKA meningkatkan hubungan antarguru (92% melaporkan perbaikan) melalui kolaborasi. Sebanyak 87% siswa SD tertarik mendaftar karena aktivitas olahraga dan seni. PORSEKA efektif untuk membangun tim dan citra sekolah, meskipun terbatas oleh anggaran dan skala. Penelitian ini menegaskan pentingnya kegiatan ekstrakurikuler dalam pengembangan sumber daya manusia dan pemasaran pendidikan di sekolah pedesaan.

Review

This paper investigates the multifaceted role of Pekan Olahraga, Seni, dan Akademik (PORSEKA) at SMPN 1 Ganding, Sumenep, focusing on its impact on teacher cohesion and student recruitment. Utilizing a qualitative research approach that incorporates observation, interviews, and questionnaires with a comprehensive participant group including teachers, staff, and prospective elementary school students, the study effectively illustrates the dual benefits of such school-wide events. The abstract presents a clear purpose and a strong initial finding, suggesting that PORSEKA is a valuable strategy for both internal school development and external promotion, particularly within a local educational context. A significant strength of this research lies in its empirical evidence, clearly demonstrating positive outcomes. The findings indicate a substantial improvement in teacher relationships, with 92% of educators reporting enhanced collaboration, underscoring the event's effectiveness in fostering a cohesive school environment. Equally compelling is the finding that 87% of elementary school students were attracted to enroll due to the engaging sports and arts activities, highlighting PORSEKA's success as an educational marketing tool. The paper commendably connects these specific outcomes to broader implications, emphasizing the critical role of extracurricular activities in human resource development and educational marketing, especially relevant for schools in rural settings. While the study offers valuable insights, it prudently acknowledges its limitations, specifically regarding budget constraints and the current scale of the PORSEKA initiative. Future research could expand upon these findings by exploring the long-term impact of such programs on student academic achievement and retention, or by conducting a comparative analysis with similar initiatives in different school contexts to assess generalizability. Further investigation into specific budgetary solutions or scalable models for these activities would also enhance the practical utility of the research. Despite these limitations, this paper makes a pertinent contribution to the discourse on school management and community engagement, offering actionable insights for educators and policymakers.

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