Strategi Menurunkan Angka Putus Sekolah dan Meningkatkan Rata-Rata Lama Sekolah di Kecamatan Ciseeng Kabupaten Bogor

Abstract

ABSTRAK
Angka Putus Sekolah (APS) dan Rata-rata Lama Sekolah (RLS) merupakan indikator strategis pembangunan pendidikan. Berdasarkan Penta Kabupaten Bogor 2025 dan BPS Kabupaten Bogor 2024, Kecamatan Ciseeng mencatat APS SD tertinggi di kabupaten (126 anak) dan RLS 7,3 tahun, di bawah rata-rata Kabupaten Bogor 8,3 tahun. Kondisi ini menunjukkan ketimpangan akses pendidikan akibat faktor ekonomi, kultural, dan kelembagaan. Penelitian ini bertujuan menganalisis determinan utama serta merumuskan strategi penurunan APS dan peningkatan RLS melalui perspektif pengarusutamaan gender. Penelitian menggunakan pendekatan kualitatif deskriptif melalui telaah dokumen, observasi lapangan, dan wawancara mendalam terhadap pemangku kebijakan pendidikan, kepala sekolah, guru, orang tua, dan peserta didik. Analisis data mengintegrasikan kerangka keadilan sosial Mansour Fakih (distribusi, pengakuan, partisipasi) dan model strategi Arthur F. Lykke (ends, ways, means, risk). Hasil penelitian menunjukkan bahwa APS dan RLS dipengaruhi oleh biaya tidak langsung pendidikan, nilai patriarkal (perkawinan dini, bias gender), serta lemahnya dukungan kelembagaan desa. Strategi yang direkomendasikan mencakup intervensi struktural (subsidi transportasi, beasiswa afirmatif), kultural (literasi gender, kampanye anti nikah dini), dan kelembagaan (forum gender desa, layanan psikososial). Penurunan APS dan peningkatan RLS menuntut strategi transformatif yang selaras antara tujuan, cara, dan sumber daya dengan memperhitungkan risiko implementasi.
Kata Kunci: Angka Putus Sekolah, Rata-rata Lama Sekolah, Strategi Pendidikan, Pengarusutamaan Gender, Ciseeng.

ABSTRACT
The School Dropout Rate (APS) and Average Years of Schooling (RLS) are strategic indicators of educational development. Based on Penta of Bogor Regency 2025 and BPS Bogor Regency 2024, Ciseeng Subdistrict recorded the highest primary school dropout rate (126 students) and an RLS of 7.3 years, below the regency average of 8.3 years. This condition reflects unequal educational access influenced by economic, cultural, and institutional factors. This study aims to analyze the main determinants and formulate strategies to reduce APS and increase RLS through a gender mainstreaming perspective. A qualitative descriptive approach was employed using document analysis, field observation, and in-depth interviews with education officials, school principals, teachers, parents, and students. Data were analyzed using Mansour Fakih's social justice framework (distribution, recognition, participation) and Arthur F. Lykke's strategy model (ends, ways, means, risk). Findings indicate that APS and RLS are influenced by indirect education costs, patriarchal values (early marriage, gender bias), and weak institutional support at the village level. The proposed strategies include structural interventions (transport subsidies, affirmative scholarships), cultural interventions (gender literacy, campaigns against early marriage), and institutional strengthening (village gender forums and psychosocial services). Reducing APS and improving RLS require transformative strategies aligning objectives, methods, and resources while considering implementation risks.
Keywords: School Dropout Rate, Average Years of Schooling, Education Strategy, Gender Mainstreaming, Ciseeng.