BEHIND THE SCENES: RETHINKING STUDENT TRACKING FOR HOLISTIC DEVELOPMENT

Abstract

This study aims to critically examine student tracking practices in educational institutions and review their relevance to holistic student development. The focus of the study is on how tracking systems that differentiate students based on academic ability can impact their cognitive, affective, and social development. The research method used was descriptive qualitative, with a case study approach in a high school that implemented a tracking system for both advanced and regular classes. Data were collected through observation, in-depth interviews with teachers and students, and analysis of school documents. The results indicate that student tracking has two sides: on the one hand, it improves teaching effectiveness for high-ability students, but on the other hand, it has the potential to create social disparities and decrease motivation for students in regular classes. These findings emphasize the importance of transforming the educational paradigm toward a more humanistic and collaborative approach, where each student is viewed as a unique individual with diverse potential. This study's contribution lies in its effort to offer a holistic development-based tracking model that balances academic, emotional, and social aspects, thus serving as a reference for educational institutions in designing more inclusive and equitable policies.