Penerapan Teori Sosiologi Pendidikan dalam Meningkatkan Partisipasi Masyarakat di Kota Makassar
Abstract
This study aims to analyze the application of sociological theories of education in increasing community participation in education in Makassar City. A qualitative approach was used with a case study method in several areas with varying levels of educational participation. Data were collected through in-depth interviews, field observations, and documentation, with informants including parents, teachers, community leaders, and education department officials. The research findings indicate that the practical application of functionalist, conflict, and symbolic interactionist theories can enhance community awareness and involvement in supporting access, quality, and equity in education. The functionalist theory encourages social collaboration between schools and communities through collective educational activities. The conflict theory serves as a basis for advocating justice and educational access for marginalized groups, while the symbolic interactionist theory helps shape positive public perceptions and understanding of the importance of education through daily interactions. These findings highlight the significance of a sociological approach in formulating community-based education policies, particularly in building an educational system that is participatory, inclusive, and responsive to the social needs of local communities. Therefore, it is recommended that local governments and educational institutions actively involve community members in the planning and implementation of educational programs and establish social dialogue forums as platforms for exchanging ideas and educational aspirations in a sustainable manner.
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