The implementation of school zonation system in Yogyakarta

Abstract

The Yogyakarta Special Province has implemented school zonation system for student's school admission. The policy has raised various responses from communities that need to be well studied to find best inputs upon impacts of such a policy. This study aims at revealing the responses of the Yogyakarta people on the implementation of the school zonation system and investigating the strength and weakness of such an implementation. The researchers interview 10 teachers, 10 school principals, and 10 parents that the researchers conveniently met them. In addition, the researchers also administer document analyses to triangulate the data. The findings indicated that communities showed varied responses both positive and negative ones. The positive responses revealed that excitement of the parents on the distance between their home and schools, yet they were also complaint on their failure to send their children to their intended school. The findings also disclosed some strength and weakness of the programs based on the perception of participants of this study.

Multi-parameter Coordinated Public School Admission Model by using Stable Marriage

“…In the first model, zone-based system is usually implemented. Schools prioritize the in-the-zone students [8]. If there are available seats, schools can accept students from the outer zones.…”

“…If the value of the parameters is proportional to the score, such as student poor status [1] or national exam score [7], then the applicant's normalized score is calculated by using (5) while the school's normalized score is calculated by using (6). In the other side, if the value of the parameters is inversely proportional to the score, such as school-home distance [17] or school rank, then the applicant's normalized score is calculated by using (7) while the school's normalized score is calculated by using (8). To determine the normalized score, the minimum and maximum scores in the set are used.…”

“…In Indonesia, public-school admission system is coordinated by the local government. This system adopts zone-based system so that schools prioritize students who live in the same zone [8]. This concept has several goals.…”

“…Besides, full zone-based system is blamed for eliminating incentive for students with high academic achievement to be accepted in the favourite schools. So, parents that are unwilling to submit to the low performance in-the-zone public schools, will send their children to the high-performance private schools to avoid sacrificing their children education quality [8]. Several local governments respond this problem by opening several admission channels sequentially to accommodate the academic achievement and the national regulation about zone-based system [8].…”

“…So, parents that are unwilling to submit to the low performance in-the-zone public schools, will send their children to the high-performance private schools to avoid sacrificing their children education quality [8]. Several local governments respond this problem by opening several admission channels sequentially to accommodate the academic achievement and the national regulation about zone-based system [8]. Unfortunately, this policy still cannot solve the mismatch problem.…”