<![CDATA[The implementation of the Learning Environment Survey (Survei Lingkungan Belajar/Sulingjar) marks a policy shift in Indonesia's early childhood education (PAUD) quality evaluation, moving away from direct child testing toward institutional diagnostic assessments. However, existing literature primarily focuses on primary and secondary education levels, leaving a critical empirical gap regarding how Sulingjar is operationalized within suburban early childhood settings where severe resource disparities exist between formal Kindergartens (TK) and non-formal Playgroups (KB). This study analyzes the implementation process of Sulingjar, investigates its utilization for Data-Based Planning (Perencanaan Berbasis Data/PBD), and identifies the underlying operational barriers in suburban PAUD units. Employing a qualitative case study design, data were collected across three representative PAUD institutions in Sintuk Toboh Gadang District through in-depth interviews with six key informants (three principals and three teachers), direct observations, and document analyses. Data saturation guided sample determination, and Lincoln and Guba’s framework (credibility, transferability, dependability, confirmability) ensured trustworthiness. The findings reveal that Sulingjar successfully replaces direct child testing with an environment-based diagnostic framework, driving institutional budgeting (RKAS) and teacher pedagogical reflection. However, operational execution is constrained by internet instability, central server congestion, and complex pedagogical terminology, revealing a distinct digital readiness gap between formal and non-formal units. Theoretically, this study extends Bronfenbrenner’s Ecological Systems Theory by illustrating how macro-level evaluation policies reconfigure micro-level classroom practices; practically, it offers an empirical model of peer scaffolding and distributed leadership to overcome structural digital divides in suburban educational evaluation.]]>
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