EVALUATION MODEL OF NEW STUDENT ADMISSION POLICY (PPDB) OF STATE JUNIOR HIGH SCHOOLS IN CIREBON CITY

Abstract

This study evaluates the implementation of the New Student Admission Policy (PPDB) for state junior high schools in Cirebon City using William N. Dunn’s policy evaluation model. The research examines the effectiveness, efficiency, adequacy, equity, responsiveness, and appropriateness of PPDB implementation in the 2024/2025 academic year. A qualitative descriptive method was applied through observations, interviews, and document analysis. Findings indicate that although PPDB follows existing regulations, challenges remain, particularly in uneven socialization, persistent public stigma regarding favorite and non-favorite schools, unequal school capacity, and geographical constraints. A key novelty of this study is the identification of cultural lag as a significant non-technical factor affecting policy outcomes. The study recommends a culturally grounded socialization model and strengthened political commitment to achieve equitable access to education.