Praktik Sosial Guru di luar Kelas dalam Mengatasi Kesenjangan Kemampuan Siswa

Abstract

This study explores the social reality of inequality based on the reproduction of inequality in the form of a literacy achievement gap at SDN Wirolegi 02 Jember. This phenomenon demonstrates how student disparities often arise due to limited economic and cultural capital from parents, the majority of whom work as laborers. In response to this sharp gap, teachers resisted the structure through the social practice of providing free tutoring in reading, writing, and arithmetic outside of formal hours. This practice arose from a habitus of strong moral demands, in which teachers consciously converted their personal capital—both intellectual and economic—to cover the capital deficit possessed by their students. Using a qualitative approach, this study describes and analyzes teacher practices using Pierre Bourdieu's thinking. Data collection was conducted in-depth through participatory research and interviews to understand how teachers' habits, capital, and arenas operate in an effort to overcome the student achievement gap.