<![CDATA[ABSTRACT The implementation of the zoning system in the New Student Admission (PPDB) policy is one of the government's strategies to promote equitable access to and quality of education through a domicile-based approach. However, the implementation of this policy continues to face various challenges, particularly regarding disparities in school quality, teacher distribution, and public perceptions of favorite schools. This study employs a qualitative approach using a literature review method through the analysis of policy documents, educational statistics, and scientific articles published between 2020 and 2025. Data were analyzed using Edwards III’s policy implementation model, which consists of communication, resources, disposition, and bureaucratic structure. The findings indicate that the zoning policy has supported the equitable distribution of educational access administratively through a domicile-based admission mechanism. Nevertheless, the equalization of educational quality has not been achieved optimally due to unequal teacher distribution, limited school infrastructure, public resistance toward non-favorite schools, and weak involvement of local stakeholders in policy implementation. This study recommends strengthening affirmative programs through a more equitable distribution of teachers, improving educational facilities in peripheral areas, and enhancing coordination among local governments, schools, and communities to support the sustainable effectiveness of the PPDB zoning policy. ABSTRAK Penerapan sistem zonasi dalam Penerimaan Peserta Didik Baru (PPDB) merupakan salah satu kebijakan pemerintah untuk mewujudkan pemerataan akses dan mutu pendidikan melalui pendekatan berbasis wilayah domisili. Namun, implementasi kebijakan ini masih menghadapi berbagai tantangan, terutama terkait kesenjangan kualitas sekolah, distribusi tenaga pendidik, dan persepsi masyarakat terhadap sekolah favorit. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kepustakaan melalui analisis dokumen kebijakan, data statistik pendidikan, dan artikel ilmiah yang dipublikasikan pada periode 2020–2025. Analisis data dilakukan menggunakan model implementasi kebijakan Edwards III yang meliputi komunikasi, sumber daya, disposisi, dan struktur birokrasi. Hasil penelitian menunjukkan bahwa kebijakan zonasi telah mendukung pemerataan akses pendidikan secara administratif melalui mekanisme penerimaan berbasis domisili. Namun, pemerataan mutu pendidikan belum tercapai secara optimal akibat ketimpangan distribusi guru, keterbatasan infrastruktur sekolah, resistensi masyarakat terhadap sekolah nonfavorit, serta lemahnya pelibatan aktor lokal dalam implementasi kebijakan. Penelitian ini merekomendasikan penguatan program afirmatif melalui pemerataan guru, peningkatan fasilitas sekolah di wilayah pinggiran, serta penguatan koordinasi antara pemerintah daerah, sekolah, dan masyarakat untuk mendukung efektivitas kebijakan zonasi secara berkelanjutan.]]>
