Dampak Penurunan Jumlah Siswa Pada Minat Belajar Jurusan Tata Busana Di SMK Negeri 1 Airmadidi

Zerina Yoksun Manoy; Henny J. Polii; Steven S. N. Rogahang; Hendro M. Sumual; Henny N. Tambingon; Nortje Sumolang

doi:10.62027/praba.v4i3.968

Authors

Zerina Yoksun Manoy Universitas Negeri Manado, Indonesia
Henny J. Polii Universitas Negeri Manado, Indonesia
Steven S. N. Rogahang Universitas Negeri Manado, Indonesia
Hendro M. Sumual Universitas Negeri Manado, Indonesia
Henny N. Tambingon Universitas Negeri Manado, Indonesia
Nortje Sumolang Universitas Negeri Manado, Indonesia

DOI:

https://doi.org/10.62027/praba.v4i3.968

Keywords:

fashion design, learning interest, qualitative descriptive study, student enrollment decline, vocational education

Abstract

This study examines the impact of declining student enrollment on learning interest in the Fashion Design (Tata Busana) program at SMK Negeri 1 Airmadidi. Vocational education plays a strategic role in preparing skilled graduates, yet the Fashion Design program at this school has experienced a significant decrease in student numbers, particularly in Grade XI which retained only three students out of an initial cohort of eight. The study aims to describe the condition of student enrollment, identify the causes of its decline, analyse the impact on students' learning interest, and explore the efforts made to sustain that interest. Employing a qualitative descriptive method, data were collected through observation, semi-structured interviews, and documentation during March–April 2026. Informants were selected through purposive sampling, consisting of one head of program, two Fashion Design teachers, and three students. Data were analysed using the Miles and Huberman interactive model of data reduction, data display, and conclusion drawing. The findings reveal that the enrollment decline is triggered by low student interest, mismatched expectations regarding the program, unhealthy peer environments, dropout due to teenage pregnancy, and inadequate facilities. The decline creates both negative impacts (quieter classrooms, limited peer interaction, joint classes with other programs) and positive impacts (more focused teacher–student interaction and greater student initiative). Efforts to sustain learning interest include adjusting teaching approaches to student characteristics, using engaging learning media, and promoting the program more widely.

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