School Adaptation Strategies to the Zoning System Policy: A Study at SMA Negeri 1 Rejang Lebong

Abstract

Educational equity disparities in Indonesia have prompted the government to implement a zoning system policy in the admission of new students (PPDB) since 2019; however, its implementation has generated various challenges, particularly for schools that have long been regarded as high-performing. This study employs a qualitative approach with a descriptive method to analyze the adaptation strategies of SMAN 1 Rejang Lebong in response to the zoning system policy. Data were collected through observations and in-depth interviews with the principal and teachers selected purposively, and were analyzed through the stages of data reduction, data display, and conclusion drawing with source triangulation. The findings indicate that the zoning policy has led to greater heterogeneity in student intake, a decline in competitive academic culture, and increased complexity in learning management. To address these conditions, SMAN 1 Rejang Lebong implemented adaptation strategies based on POAC management principles and SWOT analysis, strengthened the achievement pathway through additional selection mechanisms, and conducted early mapping of students’ potential. The school also implemented quality assurance in educational services, differentiated learning in accordance with the Merdeka Curriculum, and continuous teacher professional development through the Continuous Professional Development program. These adaptation strategies have proven effective in maintaining educational quality and school performance, as evidenced by national and provincial ranking achievements in 2024. The findings underscore that a school’s success in responding to the zoning policy is largely determined by its managerial adaptive capacity, the quality of learning processes, and the consistency of quality assurance practices.