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Latar Belakang: Penetapan KTR pada tempat belajar mengajar sudah diatur dalam Permendikbud No. 64 Tahun 2015 tentang Kawasan Tanpa Rokok di lingkungan sekolah dan Perda Kota Kendari No. 16 Tahun 2014 Tentang Kawasan Tanpa Rokok. Di Sulawesi Tenggara Sendiri terdapat total 41 Sekolah Menengah Pertama dimana 18 SMP terakreditasi A, 10 SMP terakreditasi B, 5 SMP terakreditasi C, dan 8 SMP belum terakreditasi.Tujuan: Penelitian ini bertujuan untuk mengetahui bagaimana implementasi Peraturan Daerah Kota Kendari Nomor 16 tahun 2014 tentang Kawasan Tanpa Rokok berdasarkan akreditasi di sekolah menengah pertama Kota Kendari tahun 2021.Metode: Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif melalui wawancara mendalam (Indepth Interview) dan observasi secara terus menerus selama penelitian berlangsung di lingkungan Sekolah Menengah Pertama (SMP)Hasil: Hasil penelitian ini menunjukkan pola komunikasi sosialisasi perda KTR terkait dalam hal sosialisasi penerapan Kawasan Tanpa Rokok di sekolah, para pelaksana kebijakan sudah memahami bagaimana penerapan kawasan tanpa rokok di sekolah. Sumber daya yang dimiliki yaitu sumber daya manusia mulai dari pimpinan sekolah hingga siswa menjadi pelaksana pengawasan KTR. Disposisi para pelaksana kebijakan yaitu dukungan dari pimpinan sekolah dan jajarannya dengan adanya aturan tata tertib yang dibuat, memberikan teguran ataupun sanksi. Struktur Birokrasi penerapan KTR yakni pembagian wewenang dan SOP secara khusus di ketiga SMP belum ada.Kesimpulan: Pelaksanaan implementasi Kawasan Tanpa Rokok pada SMPN 1 Kendari yang berakreditasi A, terimplementasi dengan baik, selanjutnya pada SMPN 14 Kendari berakreditasi B dan SMPN 22 Kendari berakreditasi C, dari segi komunikasi dan disposisinya sudah terimplementasi, namun untuk sumber daya non manusianya dan struktur birokrasi yang ada belum terlalu mendukung pelaksanaan KTR sehingga Pemerintah selaku pembuat kebijakan harus melakukan monitoring ataupun evaluasi untuk melihat sudah sejauh mana penerapan KTR tersebut disekolah-sekolah. AbstractBackground: The determination of KTR in teaching and learning places has been regulated in Permendikbud No. 64 of 2015 concerning Non-Smoking Areas in schools and Kendari City Regional Regulation No. 16 of 2014 concerning Non-Smoking Areas. In Southeast Sulawesi alone, there are a total of 41 Junior High Schools of which 18 of them are accredited with A, 10 of which are accredited with B, 5 of which are accredited with C, and 8 of which are not yet accredited.Objectives: This study aims to find out how the implementation of Kendari City's Regional Regulation Number 16 of 2014 concerning Non-Smoking Areas in Kendari City Junior High Schools is based on the school's accreditation in 2021.Methods: This research is qualitative using a descriptive approach through in-depth interviews and continuous observation while the research took place in the school environment.Results: The results of this study indicate the communication pattern of the socialization of the related KTR regional regulation in terms of socializing the application of Non-Smoking Areas in schools, policy implementers have understood how to implement non-smoking areas in schools. The resources owned consist of human resources ranging from school leaders to students who are the implementers of KTR supervision. The disposition of policy implementers includes support from school leaders and their staff with the existence of rules and regulations that are made and imposing warnings or sanctions. The bureaucratic structure for implementing KTR, namely the distribution of authority and SOPs, specifically in the three junior high schools, does not yet exist.Conclusion: The implementation of the No Smoking Area at SMPN 1 Kendari, which is accredited A, is well implemented, then at SMPN 14 Kendari is accredited B and SMPN 22 Kendari is accredited C, in terms of communication and disposition it has been implemented, but for non-human resources and the existing bureaucratic structure has not been very supportive of the implementation of KTR so that the Government as a policy maker must carry out monitoring or evaluation to see how far the implementation of KTR has been in schools. |
