<![CDATA[This study aims to evaluate the implementation of the 2025 New Student Admission System (Sistem Penerimaan Murid Baru, SPMB) at SMP Negeri 3 Rambipuji, Jember Regency, using the CIPPO evaluation model (Context, Input, Process, Product, Outcome) developed by Daniel L. Stufflebeam. The model was employed to assess the effectiveness, transparency, and impact of the zoning policy on the equity of educational access in rural areas. This research adopts a descriptive-evaluative approach with data collected through semi-structured interviews, observations, and document studies, involving the school principal, SPMB committee members, teachers, administrative staff, and parents as key informants. The data were analyzed interactively and thematically, following the stages proposed by Miles et al. (2014). The findings indicate that the implementation of SPMB 2025 has been effective, adaptive, and transparent. From the context aspect, the zoning policy aligns with the social and geographical characteristics of rural communities. From the input aspect, the school’s resources were sufficient, although some administrative and technical challenges remain. The process aspect shows that the implementation followed the guidelines properly, utilizing an inclusive hybrid (online–offline) admission system. In terms of product, all admission quotas were proportionally fulfilled, accompanied by an increase in community satisfaction. Finally, from the outcome aspect, the program positively contributed to expanding educational access for underprivileged groups and enhancing public trust in the school. This study concludes that the CIPPO model is effective for evaluating the success and sustainability of zoning-based educational policies at the school level. The results are expected to serve as an empirical reference for the Jember District Education Office in refining and developing evidence-based policies for future student admission systems.]]>
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