Strategi Komunikasi Kepala Sekolah dalam Memperkuat Hubungan Antara Sekolah dan Masyarakat di Sekolah Dasar
DOI:
https://doi.org/10.55732/6x26yk79Kata Kunci:
kepala sekolah, komunikasi sekolah–masyarakat, komunikasi digital, keterlibatan orang tua, sekolah pedesaanAbstrak
Penelitian ini bertujuan menganalisis strategi komunikasi kepala sekolah dalam membangun hubungan dengan masyarakat di SDN 121 Coddong serta mengidentifikasi tantangan yang dihadapi. Pendekatan kualitatif deskriptif melibatkan lima informan yang dipilih secara purposive. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui kondensasi, penyajian, serta penarikan dan verifikasi kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber. Hasil menunjukkan bahwa komunikasi tatap muka menyediakan ruang untuk klarifikasi dan musyawarah, sedangkan WhatsApp digunakan untuk menyampaikan informasi rutin. Keterbukaan dan kegiatan bersama mendukung pemeliharaan hubungan. Tantangan meliputi perbedaan pemahaman, keterbatasan waktu, variasi partisipasi, keterlambatan respons digital, dan ketidakmerataan jangkauan informasi. Temuan ini menekankan pentingnya penyesuaian saluran dengan kebutuhan pesan dan kondisi penerima. Kontribusi penelitian ini berupa pemahaman kontekstual mengenai fungsi saluran yang saling melengkapi di satu sekolah dasar di wilayah pedesaan.
This study aims to analyze the communication strategies employed by the principal of SDN 121 Coddong to build relationships with the community and to identify the challenges involved. A descriptive qualitative approach was adopted, involving five informants selected through purposive sampling. Data were collected through interviews, observation, and documentation, then analyzed through data condensation, presentation, and drawing and verifying conclusions. Data validity was strengthened through source triangulation. The results indicate that face-to-face communication provides space for clarification and deliberation, while WhatsApp is used to disseminate routine information. Openness and collaborative activities further support maintaining these relationships. Challenges include differences in understanding, time constraints, varying levels of participation, delayed digital responses, and unequal reach of information. The findings underscore the importance of aligning communication channels with the message and the recipients' circumstances. This research contributes a contextual understanding of how complementary communication channels function within an elementary school setting in a rural area.
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