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KAJIAN PRO KONTRA PENERAPAN SISTEM ZONASI PENDIDIKAN DI INDONESIA

Nandy Agustin Syakarofath
Ahmad Sulaiman
Fakultas Psikologi Universitas Muhammadiyah Malang, Indonesia
Muhamad Faqih Irsyad
College of Education, Psychology and Social Work, Flinders University, Australia
DOI: https://doi.org/10.24832/jpnk.v5i2.1736
Submitted
Sep 4, 2020
Published
Dec 27, 2020
PDF
Citation
Syakarofath, N. A. ., Sulaiman , A., & Irsyad, M. F. . (2020). KAJIAN PRO KONTRA PENERAPAN SISTEM ZONASI PENDIDIKAN DI INDONESIA. Jurnal Pendidikan Dan Kebudayaan, 5(2), 115–130. https://doi.org/10.24832/jpnk.v5i2.1736
Abstract

Indonesia berupaya meningkatkan pemerataan pendidikan melalui sistem zonasi yang mengatur penerimaan peserta didik didasarkan pada jarak sekolah dengan tempat tinggal calon peserta didik. Penerapan sistem tersebut pada Penerimaan Peserta Didik Baru (PPDB) tahun 2019 menuai pro-kontra yang tajam di tengah masyarakat. Untuk memahami pro-kontra tersebut, studi ini bertujuan mengkaji secara komprehensif latar historis penerapan sistem zonasi di beberapa negara, tujuan, keuntungan dan tantangan, serta solusi mengatasi persoalan penerapan sistem zonasi. Studi ini menggunakan metode narrative review dengan menghimpun, membuat sintesis, dan menganalisis hasil dari berbagai sumber dan data yang relevan. Hasil kajian mengungkapkan bahwa keberhasilan pelaksanaan sistem zonasi di negara-negara lain ditopang oleh keselarasan dengan kebijakan nasional pendidikan pendamping, seperti akselerasi pembangunan infrastruktur dan SDM guru.  Penerapan sistem zonasi tidak hanya bertujuan untuk pemerataan kualitas pendidikan, namun juga mendorong partisipasi aktif sekolah dan wali murid dalam perencanaan Pendidikan. Tantangan utama dalam penerapan kebijakan zonasi adalah kurangnya kesiapan pemangku kepentingan yang terimbas. Selain itu, penerapan sistem zonasi di Indonesia memerlukan pembenahan utamanya dalam pelaksanaan di tingkat lokal.  Solusi untuk merespon tantangan tersebut adalah dengan mengkampanyekan kebijakan sistem zonasi lebih dini dan melakukan penajaman kebijakan operasional di daerah.  Kesimpulan, Penerapan sistem zonasi menimbulkan tanggapan positif dan negatif bagi para pemangku kepentingan pendidikan, terutama siswa, orangtua, dan guru. Agar sistem zonasi dapat diterima masyarakat dan implementatif dalam jangka panjang,  pemerintah hendaknya menerjemahkan tujuan dan sasaran kebijakan sesuai dengan kondisi lokal, mengomunikasikan kebijakan zonasi secara akurat, dan melibatkan masyarakat melakukan  pemantauan dan evaluasi.


Indonesia strives for enhancing educational equality through a zoning system that regulates student admission based on the distance between school and student’s residence. However, the implementation of the system in 2019 caused pros and cons amongst Indonesian society. This study comprehensively reviews the historical backgrounds, objectives, advantages and challenges, as well as their solutions of implementing the zoning system. This study used the narrative review method by collecting, synthesizing, analyzing and analyzing the results from various sources and relevant data.The results revealed that the successful of zoning system implementation in other countries were supported by their alignment with other national education policies, such as infrastructure acceleration and teacher development. The implementation of the zoning system is not only for improving education quality, but also encouraging the active participation of schools and parents in education planning. The main challenge in implementing zoning system is the lack of readiness of affected stakeholders. In addition, the implementation of the zoning system requires improvement, particularly in its implementation at the local level.The solution to respond to these challenges is by earlier socialization of  zoning system and sharpening operational policies in the regions. To conclude,the application of the zoning system has caused positive and negative responses for education stakeholders. To achieve the acceptable and implementable of zoning system in the long term, the government should translate policy goals and objectives according to local conditions, communicate zoning policies accurately, and involve the community.  

Keywords
sekolah sistem zonasi pro kontra pendidikan dasar dan menengah schools zoning system pros and cons primary and secondary education
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References
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Aritonang, A.I. (2011). Kebijakan komunikasi di Indonesia: Gambaran implementasi UU.No. 14 tahun 2008 tentang keterbukaan informasi publik. Jurnal Komunikasi, 1(3), 261-286. http://dx.doi.org/10.24329/aspikom.v1i3.24.
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Cheng, Y.C. (2020). Education reform phenomenon: A typology of multiple dilemmas. In Handbook of Education Policy Studies (pp. 85-109). Singapore : Springer.
Coughlan, R.W. (2018). Divergent trends in neighborhood and school segregation in the age of school choice. Peabody Journal of Education, 93(4), 349-366. https://doi.org/10.1080/0161956X.2018.1488385.
Dewi, K.E. & Septiana, R. (2018). Evaluation of zoning student recruitment system in year 2018. Proceeding International Seminar on Education: Innovation Issues and Challenges in Education for Education Sustainability. Universitas Sarjanawiyata Tamansiswa. http://jurnal.ustjogja.ac.id/index.php/dpsp2018/ article/view/3234. diakses 19 Agustus 2019.
Daviet, B. (2016). Revisiting the principle of education as a public good. Education Research and Foresight Series, No. 17. Paris: UNESCO.
Ferrari, R. (2015). Writing narrative style literature reviews. Medical Writing, 24(4), 230-235. https://doi.org/10.1179/2047480615Z.000000000329.
Hanushek, E.A., & Woessmann, L. (2010). The high cost of low educational performance: The long-run economic impact of improving PISA outcomes. In OECD Publishing. https://doi.org/10.1787/9789264077485-en.
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Jaiswal, S.K. (2018). Influence of parent’s education on parental academic involvement. Journal of Advances and Scholarly Researches in Allied Education, 15(5), 114–119. https://doi.org/10.29070/15/57555.
Kementerian Komunikasi dan Informasi. 2018. Semua bisa sekolah! Zonasi untuk pemerataan yang berkualitas. https://www.kominfo.go.id/content/detail/13689/semua-bisa-sekolah-zonasi-untuk-pemerataan-yang-berkualitas/0/artikel_gpr#:~:text=Zonasi%20untuk%20Pemerataan%20yang%20Berkualitas , diakses 1 Agustus 2019.
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Korir, D.K., & Kipkemboi, F. (2014). The impact of school environment and peer influences on students’ academic performance in Vihiga County, Kenya. Journal of Education and Practice, 5(11), 1-11.
Khan, A.R. (2016). Policy implementation: Some aspects and issues. Journal of Community Positive Practices, 16(3), 3-12.
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Locatelli, R. 2018. Education as a public and common good: Reframing the governance of education in a changing context. Education Research and Foresight Working Papers Series, No. 22. Paris: UNESCO.
Luangsithideth, V., Huda, M., Supriyanto, A., Wiyono, B.B. (2017). Policy implementation of improving education quality of primary education teachers in Laos and Indonesia. Asian Social Science, 13(3), 145-155. https://doi.org/10.5539/ass.v13n3p145.
Mandic, S., Sandretto, S., García Bengoechea, E., Hopkins, D., Moore, A., Rodda, J., & Wilson, G. (2017). Enrolling in the closest school or not? Implications of school choice decisions for active transport to school. Journal of Transport and Health, 6, 347–357. https://doi.org/10.1016/j.jth.2017.05.006.
Martono, N. (2019). Sekolah inklusi sebagai arena kekerasan simbolik. Sosiohumaniora, 21(2), 150-158.
Mary, T.A., & Jebaseelan, A.U.S. (2014). Student learning behavior and academic achievement: Unraveling its relationship. Indian Journal of Applied Research, 4(12), 57–59. https://doi.org/10.15373/22778160.
Moldes, V.M., Biton, C.L., Gonzaga, D.J., & Moneva, J.C. (2019). Students, peer pressure, and their academic performance in school. International Journal of Scientific and Research Publications, 9(1), 2250-3153. http://dx.doi.org/10.29322/IJSRP.9.01.2019.p8541.
MeenuDev, P.D. (2016). Factors affecting the academic achievement: A study of elementary school students of NCR Delhi, India. Journal of Education and Practice, 7(4), 70-74.
Muammar, M. (2019). Problematika Penerimaan Peserta Didik Baru (PPDB) dengan sistem zonasi di sekolah dasar (SD) Kota Mataram. El Midad, 11(1), 41-60.
Nurdin, N. (2018). Mendusta dengan SKTM palsu demi sekolah anak. https://regional.kompas.com/read/2018/07/11/08071611/mendusta-dengan-sktm-palsu-demi-sekolah-anak-1?page=all, diakses 25 Agustus 2019.
Nabaiho, A.R.(2018). Implementasi kebijakan Penerimaan Peserta Didik Baru (PPDB) online tingkat sekolah menengah atas di Dinas Pendidikan Provinsi Sumatera Utara. Skripsi. Medan : Universitas Sumatera Utara.
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