<![CDATA[Regional education evaluation often emphasizes overall performance rankings, which may obscure whether favorable educational processes are consistently aligned with student outcomes. This study examines process–output alignment across Bali’s nine local government territories using data from Rapor Pendidikan Indonesia 2025. A quantitative evaluative-comparative, cross-sectional design was employed. Nine educational process indicators and three output indicators were transformed from ordinal categories into standardized scores, aggregated into a Process Index (PI) and Output Index (OI), and used to calculate process–output gaps. Spearman’s rank correlation and a median-based four-quadrant typology were then applied. The results show substantial territorial variation. The OI exceeded the PI in all regions, with the largest gaps observed in Klungkung, Bangli, and Jembrana, while Buleleng showed the closest numerical alignment. The PI and OI were moderately positively associated (ρ = 0.552, p = 0.123, n = 9), although the relationship was not statistically significant. The typology identified consolidated performance, educational resilience, conversion gaps, and structural vulnerability. These findings support differentiated regional education policy, while interpretation remains limited by cross-sectional aggregated data and ordinal score transformation. Evaluasi pendidikan daerah sering menekankan peringkat kinerja secara keseluruhan, sehingga dapat mengaburkan apakah kondisi proses pendidikan yang baik benar-benar selaras dengan capaian siswa. Penelitian ini menganalisis keselarasan proses–output pada sembilan wilayah pemerintah daerah di Bali menggunakan data Rapor Pendidikan Indonesia 2025. Penelitian menggunakan desain kuantitatif evaluatif-komparatif dengan pendekatan cross-sectional. Sembilan indikator proses dan tiga indikator output ditransformasikan dari kategori ordinal menjadi skor terstandar, kemudian diagregasikan ke dalam Process Index (PI) dan Output Index (OI), serta digunakan untuk menghitung process–output gap. Analisis dilanjutkan dengan korelasi peringkat Spearman dan tipologi empat kuadran berbasis median. Hasil menunjukkan adanya variasi kewilayahan yang cukup jelas. Nilai OI lebih tinggi daripada PI di seluruh wilayah, dengan gap terbesar di Klungkung, Bangli, dan Jembrana, sedangkan Buleleng menunjukkan keselarasan numerik terdekat. PI dan OI memiliki hubungan positif sedang (ρ = 0,552; p = 0,123; n = 9), tetapi tidak signifikan secara statistik. Tipologi menghasilkan kategori consolidated performance, educational resilience, conversion gap, dan structural vulnerability. Temuan ini mendukung kebijakan pendidikan daerah yang lebih terdiferensiasi, dengan keterbatasan pada data agregat cross-sectional dan transformasi skor ordinal.]]>
