Evaluasi Kebijakan Zonasi dalam Sistem PPDB di SMA Negeri 1 Salatiga pada Tahun 2023

Abstract

The “zonasi” policy in the New Student Admission System (PPDB) is an effort by the government to ensure equal access to education and reduce disparities in school quality. However, in practice this policy has generated various dynamics in the field, one of which occurred at SMA Negeri

1 Salatiga in 2023. The background of this research is based on the phenomenon of high registration interest in favorite schools, limited capacity, and the rise of address manipulation through falsified Family Cards. This raises questions regarding the effectiveness of the “zonasi” policy and its impact on educational equity. This study employed a qualitative method with a case study approach. Data were obtained through in-depth interviews, observations, and official PPDB document analysis. The analysis was conducted using William N. Dunn’s (2003) policy evaluation model, which emphasizes six indicators: effectiveness, efficiency, adequacy, equity, responsiveness, and appropriateness. The findings show that the “zonasi” policy at SMA Negeri 1 Salatiga is generally in line with existing regulations. In terms of effectiveness, the policy expanded access for students living nearby but restricted high-achieving students from outside the zone. In terms of efficiency, the online system simplified administration, although technical problems still occurred. From the perspective of equity, the policy helped distribute students more evenly, yet the quality of student input remained diverse. The school demonstrated responsiveness to public concerns, but some parents perceived the policy as unfair. The main obstacles were address manipulation practices and limited capacity at favored schools. As a solution, stronger validation of population data is needed to prevent fraud, alongside increasing school capacity and improving the quality of other schools to reduce concentration in only a few. Furthermore, greater flexibility is needed so that high-achieving students can still access schools without undermining the principle of equity. Thus, the “zonasi” policy can be implemented more fairly, adaptively, and sustainably to enhance the quality of education.