Strategi Komunikasi Persuasif Guru dalam Mempertahankan Siswa Berisiko Putus Sekolah (Studi Kasus Guru di SMPN 4 Karangploso Satu Atap)

The phenomenon of students at risk of dropping out at SMPN 4 Karangploso Satu Atap is influenced by low learning motivation, high absenteeism, family economic conditions, weak parental supervision, and social environment factors. In such conditions, teachers serve not only as educators but also as persuasive communicators striving to retain students so they can continue their education until graduation. This study employs the persuasive communication strategy theory by DeFleur and Ball-Rokeach as the main framework, which emphasizes three strategies: the psychodynamic strategy, the sociocultural strategy, and the meaning construction strategy. A qualitative approach with a descriptive type and case study design was used. Data were collected through in-depth interviews, observation, and documentation involving teachers and students at risk of dropping out at SMPN 4 Karangploso Satu Atap. Data analysis was conducted through data condensation, data display, and conclusion drawing and verification. The findings indicate that teachers’ persuasive communication strategies are implemented through three main approaches. The psychodynamic strategy is carried out by understanding students’ characteristics and psychological conditions, employing a personal approach, providing motivation, offering repeated reinforcement, and applying gradual firmness. The sociocultural strategy is conducted by considering family background, economic status, peer associations, social environment, and involving parents through direct communication, home visits, WhatsApp, and attendance monitoring. The meaning construction strategy is implemented through messages that build students’ understanding of the importance of school, diplomas, future prospects, and the consequences of dropping out. Students’ responses to teachers’ strategies have not been fully consistent, as they are still influenced by personal factors, relationships with teachers, and the social environment. This study concludes that teachers’ persuasive communication strategies occur in a gradual, adaptive, personal, and contextual manner in retaining students at risk of dropping out.