IMPLEMENTATION OF ZONATION-BASED NEW STUDENT ADMISSION MANAGEMENT TO PROMOTE EDUCATIONAL QUALITY EQUITY AND SHIFT SCHOOL CULTURE IN PUBLIC SENIOR HIGH SCHOOLS ACROSS MATARAM CITY

Abstract

This study examines the implementation of zoning-based New Student Admission and its contribution to educational quality equity and school culture change in public senior high schools across Mataram City. The study addresses the problem that equal access through zoning does not necessarily guarantee equal educational quality due to differences in school capacity, student characteristics, teacher readiness, and public perceptions of school quality. This study employed a qualitative approach with a descriptive design. Data were collected through observation, semi-structured interviews, and documentation involving school principals, teachers, PPDB committees, students, parents, and other relevant stakeholders. Data were analyzed through data collection, data condensation, data presentation, and conclusion drawing, while source and technique triangulation were used to ensure data validity. The findings indicate that zoning-based PPDB improves the distribution of students and broadens access to public senior high schools. However, its contribution to educational quality equity depends on school capacity, teacher adaptation, learning resources, and institutional management. The policy also contributes to changes in school culture by increasing student diversity and encouraging more inclusive, adaptive, and collaborative educational practices. Clear regulations, strong leadership, effective coordination, information systems, and stakeholder communication support implementation, while resource disparities, differences in student readiness, parental resistance, and persistent school reputation gaps remain significant barriers. The study concludes that zoning-based PPDB should be integrated with teacher development, school capacity strengthening, inclusive leadership, and continuous evaluation to achieve substantive educational equity and sustainable school culture transformation.