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and Islamic Madrasahs in  \nGresik Regency  \nNur Hamidaha*, Mustaji, Bambang Sigit Widodo  \nUniveristas Negeri Surabaya, Indonesia  \n\n| | DOI : [https://doi.org/10.63230/jocsis.2.4.244](https://doi.org/10.63230/jocsis.2.4.244) |\n| --- | --- |\n\nSections Info ABSTRACT  \n\n| Article history:\u003Cbr>Submitted: March 3, 2026\u003Cbr>Final Revised: May 29, 2026\u003Cbr>Accepted: July 3, 2026\u003Cbr>First Available Online: July 6, 2026\u003Cbr>Publication Date: December 27, 2026 | Objective: To explore opportunities and challenges in implementing the New Student Admission Policy (PPDB) at elementary schools and Islamic elementary madrasahs (MI) in Gresik Regency, East Java, Indonesia. It examines how local education authorities manage national regulations while considering social, cultural, and geographical contexts. Method: A qualitative approach was employed, collecting data through interviews with stakeholders from selected SD and MI under the Gresik Regency Education Office and Ministry of Religious Affairs. Observations and document analyses supplemented the data, which were interpreted using relevant policy concepts and regulations to understand local implementation practices. Results: Successful PPDB implementation depends on local actors’ ability to navigate complex social and administrative demands. Flexible, culturally adapted policies promote equitable access, relevant educational outcomes, and high-quality services. Effective implementation requires cross-institutional coordination, strong social networks, and active community participation. Zoning systems and affirmative policies are essential to prevent exclusion and ensure schools in low-attractiveness areas receive adequate support. Novelty: The research offers a novel contribution by reformulating the implementation of the New Student Admission Policy (PPDB) beyond technical and administrative procedures through the integration of local values, socio-cultural contexts, and community needs. Unlike previous studies that primarily focus on policy compliance and operational aspects, this study demonstrates how context-sensitive policy implementation can strengthen equitable and inclusive access to basic education while advancing Sustainable Development Goal 4 (Quality Education), particularly Targets 4.1 and 4.5. |\n| --- | --- |\n| Keywords:\u003Cbr>Elementary Education;\u003Cbr>Local Values and Community Participation;\u003Cbr>Madrasah Ibtidaiyah (MI); New Student Admission Policy (PPDB);\u003Cbr>Policy Implementation. |  |\n\nINTRODUCTION  \nEducation serves as a fundamental pillar in shaping human capital, social equity, and sustainable development. In Indonesia, the national education system is governed by comprehensive legal frameworks, including Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional and Peraturan Pemerintah Nomor 57 Tahun 2021 tentang Standar Nasional Pendidikan, which aim to ensure quality, accessibility, and equity at all levels of education (Pemerintah Republik Indonesia, 2003; 2021; 2022) . However, implementing these policies in diverse local contexts remains a challenge, particularly in balancing centralized standards with regional social, cultural, and religious realities (Abdul Wahab & Solichin, 2005; Agustino, 2016; Ahmad Mukhlasin, 2021) .  \nThis policy direction is closely aligned with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), which aims to ensure inclusive, equitable, and high-quality education for all. Effective student admission policies play a strategic role in achieving this goal by expanding equitable access to basic education and reducing disparities in educational opportunities across different communities. In particular, Targets 4.1 and 4.5 emphasize universal access to quality primary education and the elimination of inequalities in educational participation. Within this context, the  \nimplementation of t","cbCaihnInzeZ05AO","https://ap.wps.com/l/cbCaihnInzeZ05AO","pdf",491931,12,"English","# Abstract\n# Introduction\n## Context and alignment with SDG 4\n## PPDB implementation in Gresik (SD and MI)\n## Policy implementation variables and stakeholder engagement","[{\"question\":\"What is the main objective of the study on PPDB in Gresik Regency?\",\"answer\":\"To examine opportunities and challenges in implementing the New Student Admission Policy (PPDB) for elementary schools and Islamic madrasahs in Gresik Regency, including how local authorities manage national regulations within local social and cultural contexts.\"},{\"question\":\"What research approach and data sources are used?\",\"answer\":\"A qualitative approach using interviews with stakeholders from selected SD and MI under the Gresik Regency Education Office and the Ministry of Religious Affairs, supported by observations and document analysis.\"},{\"question\":\"What factors are identified as essential for successful PPDB implementation?\",\"answer\":\"Local actors’ ability to navigate complex social and administrative demands, flexible culturally adapted policies, effective cross-institution coordination, strong social networks, and active community participation, including zoning and affirmative measures.\"}]","Reformulating New Student Admission Policy for SDG 4 - A Local Values-Based Approach in Elementary Schools and Islamic Madrasahs in Gresik Regency | PDF"]