<![CDATA[The Indonesian government seeks to promote equitable access to and quality of education through the zoning policy for New Student Admissions (PPDB). However, its implementation—particularly in remote areas like Sembalun District—faces various challenges. This study aims to evaluate the PPDB zoning system policy at SMA Negeri 1 Sembalun, East Lombok Regency. The evaluation focuses on policy implementation, supporting and inhibiting factors, and the policy's impact on equitable access to education. A descriptive qualitative approach was employed. Data collection techniques included participant observation, in-depth interviews, and document analysis. Informants included the school principal, teachers, parents, and representatives from the Education Office. The results indicate that, administratively, the zoning system policy has been implemented in accordance with regulations. Nevertheless, several obstacles persist, such as insufficient dissemination of information, limited school capacity, and strong public perception regarding "favourite" schools. Conversely, several factors have played a crucial role in the policy's successful implementation, including infrastructure support, community involvement, and the principal's adaptive leadership. While the policy has positively impacted equitable access to education, this has not yet been matched by an equitable distribution of educational quality among schools in the area. This study offers a realistic overview of the challenges and opportunities associated with zoning policies in remote regions. The findings can serve as a basis for evaluating and improving education policies to ensure they are more responsive to local conditions and support the achievement of comprehensive educational equity. Keywords: zoning policy, PPDB, educational equity, policy evaluation.]]>
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