Analisis Kebijakan Zonasi Penerimaan Peserta Didik Baru (PPDB) pada Jenjang SMP/MTs: Kajian Literatur: Analysis of the Zoning Policy for New Student Admissions (PPDB) at the Junior High School/MTs Level: A Literature Review - Sri Rahayu Damayanti; Imanda Restaviana; Sri Rizki Amalia; Dwi Nur Kumalasari; Ria Chintiya; Nopri; Novilia; Darwin Efendi; Akbar Riansyah (Jurnal Kolaboratif Sains, 2026)
Kebijakan zonasi dalam Penerimaan Peserta Didik Baru (PPDB) yang diberlakukan melalui Permendikbud Nomor 14 Tahun 2018 bertujuan mewujudkan pemerataan akses dan mutu pendidikan serta menghapus stigma sekolah favorit. Artikel ini mengkaji implementasi kebijakan zonasi PPDB pada jenjang SMP/MTs melalui studi literatur sistematis. Kajian difokuskan pada tiga aspek: (1) landasan regulasi dan tujuan kebijakan zonasi, (2) dampak implementasi terhadap pemerataan akses pendidikan, dan (3) tantangan serta rekomendasi perbaikan kebijakan. Sebanyak 35 sumber literatur tahun 2018-2024 dianalisis menggunakan analisis isi. Hasil kajian menunjukkan bahwa kebijakan zonasi telah berhasil meningkatkan pemerataan akses pendidikan bagi masyarakat kurang mampu dan mendistribusikan siswa lebih merata antarsekolah. Namun implementasinya masih menghadapi tantangan serius berupa kesenjangan kualitas antarsekolah, manipulasi data domisili, kendala geografis, dan rendahnya pemahaman masyarakat. Diperlukan sinergi antara pemerintah pusat, daerah, dan pemangku kepentingan lainnya untuk mengoptimalkan implementasi kebijakan zonasi demi tercapainya pemerataan pendidikan yang berkeadilan. Kebaruan artikel ini terletak pada sintesis komprehensif lintas wilayah dan jenjang yang belum banyak dilakukan sebelumnya. ABSTRACT The zoning policy in New Student Admissions (PPDB) enacted through Minister of Educational Equity and Culture Regulation Number 14 of 2018 aims to achieve equitable access and quality of education and eliminate the stigma of elite schools. This article examines the implementation of the PPDB zoning policy at the SMP/MTs level through a systematic literature study. The study focuses on three aspects: (1) regulatory foundations and objectives of the zoning policy, (2) the impact of implementation on equitable access to education, and (3) challenges and policy improvement recommendations. A total of 35 literature sources from 2018-2024 were analyzed using content analysis. Results show that the zoning policy has succeeded in improving educational access for underprivileged communities and distributing students more evenly across schools. However, implementation still faces serious challenges including quality gaps between schools, domicile data manipulation, geographical constraints, and low public understanding. Synergy between central and local governments and other stakeholders is needed to optimize the zoning policy toward equitable and just education. The novelty of this article lies in its comprehensive cross-regional and cross-level synthesis that has not been widely conducted before.