IMPLEMENTASI KEBIJAKAN TENTANG PENERIMAAN PESERTA DIDIK BARU DI SEKOLAH SD 5 MUHAMMADIYAH PEKANBARU

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan implementasi kebijakan penerimaan peserta didik baru, integrasi kurikulum pendidikan agama dengan pembentukan karakter, serta tantangan sosial dan administratif di SD Muhammadiyah 5 Kota Pekanbaru. Berdasarkan wawancara dengan kepala sekolah, sekolah ini menonjolkan identitas sebagai sekolah tahfiz dan berkarakter islami untuk menarik minat masyarakat. Dalam menjaga keadilan akses pendidikan, meskipun siswa diwajibkan membayar SPP, pihak sekolah memberikan bantuan dana tidak langsung kepada siswa yatim atau kurang mampu tanpa menghapus kewajiban administrasi. Kurikulum Pendidikan Agama Islam (PAI) diterapkan melalui praktik nyata seperti salat berjamaah, baca Al-Qur’an, dan kegiatan dakwah, yang terintegrasi dalam rutinitas harian sekolah. Tantangan utama yang dihadapi adalah persepsi lama masyarakat yang menganggap sekolah ini hanya diperuntukkan bagi kalangan tidak mampu. Untuk mengatasi hal tersebut, sekolah melakukan rebranding melalui promosi, peningkatan kualitas, dan penyesuaian biaya pendidikan agar tetap kompetitif namun inklusif. Temuan ini menunjukkan pentingnya komunikasi publik dan penguatan identitas sekolah dalam menghadapi tantangan sosial di era pendidikan modern.

This study aims to describe the implementation of student admission policies, the integration of religious education curriculum with character building, and the social and administrative challenges faced by Muhammadiyah 5 Elementary School in Pekanbaru City. Based on an interview with the principal, the school emphasizes its identity as a Tahfiz (Qur'an memorization) and morally guided institution to attract public interest. To ensure equitable access to education, although all students are required to pay tuition fees, the school discreetly assists orphans and underprivileged children without waiving administrative obligations. The Islamic Religious Education (PAI) curriculum is implemented through practical activities such as congregational prayers, Qur'an reading, and student preaching, all of which are embedded into daily routines. The main challenge lies in shifting public perception that the school is solely for the underprivileged. To address this, the school engages in rebranding efforts through promotions, quality enhancement, and adjusted tuition fees to be both competitive and inclusive. These findings highlight the significance of public communication and institutional identity in navigating social challenges in modern education