The Importance of Public Trust: Addressing the Inequality of Zoning Policy in the Era of Digitalization

Abstract

This research focuses on evaluating the implementation of the zoning policy in new student admissions (PPDB), specifically how it affects educational accessibility and public trust in the education system. The zoning policy was introduced to bring students closer to schools around where they live, but its implementation faces challenges such as a lack of public understanding of online procedures and limited technological literacy. This research used a qualitative approach with a case study design. Data were collected through in-depth interviews with school principals, PPDB committees, parents, and students, as well as through direct observation and analysis of official documents such as annual reports and admission statistics. Data analysis was carried out with the stages of reduction, presentation, and verification to ensure the validity of the research results. The results show that the zoning policy has succeeded in improving educational accessibility, especially for students from low socio-economic groups, with a more equitable distribution. However, technical challenges such as the limited technology of the community and the need for more effective socialization are still the main obstacles. The presence of aid posts in schools proved to be an effective solution in improving community understanding of the policy, while adjusting the zone radius based on school capacity was a strategic measure to address the imbalance in the number of applicants. The implications of this research emphasize the importance of a multichannel communication approach, strengthening people's technological literacy and transparency in the implementation of education policies. This research provides practical and theoretical contributions in developing a more responsive and inclusive zoning policy, as well as a basis for strengthening public trust in the education system.