<![CDATA[The zoning policy in the admission of new students has been implemented since 2017 as an effort to equalize access and quality of education, while also eliminating the dichotomy between favored and non-favored schools. Since 2025, this policy has been refined into a domicile pathway within the New Student Admission System (SPMB). This research aims to analyze the extent to which zoning policies realize distributive justice in reducing social inequality, using John Rawls' theory of justice as the analytical framework. The research was conducted using a qualitative approach with a case study design. Data were obtained thru semi-structured interviews with parents of students from diverse socio-economic backgrounds, then analyzed using the Miles and Huberman interactive model. The research results show that zoning is considered fair in bringing children closer to schools and opening opportunities to enter schools that were previously considered elite. However, that justice is hindered by NIK-based administrative obstacles that marginalize vulnerable groups, rampant domicile manipulation, and tensions with the logic of meritocracy. The research concludes that the new zoning partially fulfills the promise of distributive justice at the access level, but does not yet guaranty substantive justice as long as the quality between schools remains uneven. Procedural integrity, operational affirmative protection, and quality equity are needed in the transition toward SPMB.]]>
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