Analisis Yuridis Kebijakan Zonasi Sekolah dalam Perspektif Hukum Pendidikan dan Administrasi Negara

Abstract

School zoning policy was designed as an instrument to equalize access to education, reduce the dichotomy between favored and non-favored schools, and bring educational services closer to students’ residences. Its implementation, however, reveals a gap between normative objectives and practice, including disparities in school quality, domicile-data manipulation, weak administrative supervision, regulatory uncertainty, and perceptions of unfairness in student admissions. This study analyzes the legal framework of school zoning, its implementation, its conformity with justice, educational equality and legal certainty, its juridical constraints, and possible regulatory improvements. It employs normative legal research using statutory, conceptual, and case approaches. Primary legal materials consist of the 1945 Constitution, the National Education System Law, and ministerial regulations governing student admissions and zoning. Secondary materials consist of scholarly books and journal articles, analyzed qualitatively through legal interpretation and argumentation. The study finds that zoning has legal legitimacy as an administrative instrument for equalizing access, but its juridical effectiveness remains limited. Major problems include unequal school quality, administrative loopholes in domicile verification, weak supervision, and insufficient clarity concerning sanctions and objection mechanisms. The novelty lies in integrating administrative-law and education-law perspectives to assess zoning as a legal policy rather than merely an educational management policy. Regulatory harmonization, stronger verification and supervision, proportional sanctions, transparent objection mechanisms, and equalization of school quality are required to achieve substantive justice.