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"Penelitian tesis ini menganalisis tentang implementasi kebijakan PPDB (Penerimaan Peserta Didik Baru) dengan sistem zonasi sesuai dengan peraturan menteri pendidikan dan kebudayaan nomor 51 tahun 2018, dengan lokus penelitian di Kabupaten Ogan Komering Ulu Timur yang melibatkan Bupati, Dinas Pendidikan, dan Sekolah Menengah Pertama sebagai narasumber penelitian. Penelitian ini menggunakan paradigma post-positivist dan jenis penelitian kualitatif-deskriptif. Data yang dikumpulkan melalui wawancara mendalam, studi kepustakaan, dan dokumentasi. Hasil penelitian menunjukkan beberapa permasalahan dalam implementasi kebijakan PPDB di Kabupaten OKU Timur, terdapat permasalahan kebijakan Peraturan Bupati OKU Timur Nomor 40 Tahun 2019 dalam desainnya seperti logika kebijakan yang masih mengadopsi dari sistem rayon, kelayakan kebijakan mengenai pemetaan zona, strategi kebijakan mulai dari anomali bobot nilai, sumber daya, dan waktu pelaksanaan. Dari permasalahan yang diteliti dari varibel yang merujuk pada teori implementasi viennet dan pont, didapatkan beberapa faktor penghambat implementasi PPDB di OKU Timur sesuai dengan teori Edward III mulai dari faktor komunikasi yaitu konsistensi kebijakan, sumber daya, dan disposisi pegawai mengenai insentif sebagai faktor motivasi pegawai.

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ABSTRACTThis thesis research analyzes the implementation of the New Student Acceptance policy with the zoning system in accordance with Minister of Education and Culture Regulation number 51 of 2018, with a research locus in East Ogan Komering Ulu District involving the Regent, the Education Office, and Junior High Schools as research sources. This study uses a post-positivist paradigm and qualitative-descriptive research type. Data collected through in-depth interviews, library research, and documentation. The results showed several problems in the implementation of New Student Acceptance policies in East OKU District, there are policy problems in the East OKU Regent Regulation Number 40 of 2019 in design policy such as the policy logic that still adopted from the rayon system, the feasibility of policies regarding zone mapping, policy strategies ranging from anomalies to value weights, resources, and implementation time. From the problems studied from the variables referring to the theory of viennet and pont implementation, it was found that several inhibiting factors of PPDB implementation in East OKU were in accordance with Edward III's theory starting from the communication factors, namely policy consistency, resources, and employee disposition regarding incentives as employee motivation factors."

"This book reviews some of the major policy shifts in the education sector, analysing selected case study policies in order to articulate dominant discourses in recent policy-making which have helped establish a particular hegemony. The book?s originality lies in its policy analysis and case study base, whereby key policy texts across different sectors are dissected using the 'policy cycle' framework, allowing for an in depth analysis of the policy discourse as well as a discussion on how the neoliberal agenda was reflected and /or promoted. The book seeks to demonstrate that education as a sector is a much broader field and therefore the areas covered include key policies in citizenship and youth work, widening participation in higher education, the place of inclusive education in the curriculum, the undergraduate medical curriculum, and the effect of the Cox review on creativity. "

"Pemerintah Meiji melaksanakan beberapa kebijakan baru tentang pendidikan yang dilaksanakan mendasar secara sosial, yaitu dengan mengubah kesadaran dari setiap orang terhadap fungsi negara. Orang Jepang yang pada masa pemerintahan Tokugawa masih berfikir kedaerahan, pada masa Meiji diharuskan mempunyai pemikiran atau kesadaran nasional (satu kebijakan pendidikan yang bersifat nasionalistik). Perubahan kesadaran dari kedaerahan menjadi nasional inilah yang merupakan hasil terpenting yang dilakukan oleh pemerintah Meiji dalam bidang pendidikan.

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The Meiji administration issued some new policies on education which were basically carried out socially by transforming the awareness of each citizen on the role of the state. The Japanese during the Tokugawa era were still bound by provincialism, whereas in the Meiji era they were obliged to have a national consciousness based on a nationalistic educational policy. The transformation of the provincial awareness to the nationalistic one is the most significant change carried out by the Meiji administration in the domain of education."

"Pandemi Covid-19 memperburuk kemampuan literasi peserta didik jenjang Sekolah Dasar di Indonesia. Faktor kendala teknis dan non-teknis selama pembelajaran jarak jauh mengakibatkan literacy loss, dan perlu diminimalisir sedini mungkin. Penyesuaian sistem pembelajaran maupun kebijakan berguna menghalau potensi terjadinya literacy loss, salah satunya melalui penerapan kebijakan kurikulum darurat yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan. Kebijakan kurikulum darurat dibuat untuk mengurangi kendala pembelajaran yang dihadapi siswa, guru, dan orang tua akibat penerapan Pembelajaran Jarak Jauh yang kurang maksimal. Penelitian ini menggunakan metode literature review dengan memberikan bentuk kebijakan kurikulum darurat dalam menanggulangi literacy loss pada siswa jenjang sekolah dasar. Kebijakan ini berisi beberapa modul untuk anak, guru, maupun orang tua yang fokus materinya pada kebutuhan dasar literasi dan numerasi yang berfokus pada kompetensi esensial dan kompetensi prasyarat untuk menunjang berlanjutnya pembelajaran. Dengan demikian, dapat dikatakan bahwa kebijakan kurikulum darurat dapat menjadi salah satu cara menanggulangi masalah literacy loss. Diharapkan dengan kebijakan ini, masalah disparitas pembangunan manusia pada era pandemi covid-19 dapat teratasi sehingga pengembangan kapasitas manusia dalam pembangunan sosial dapat lebih optimal.

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The Covid-19 pandemic has exacerbated the literacy skills of elementary school students in Indonesia. The technical and non-technical constraints during distance learning result in literacy loss, which should be minimized as early as possible. Adjustment of learning systems and policies helps prevent the potential for literacy loss, one of which is implementing emergency curriculum policies issued by the Ministry of Education and Culture. The emergency curriculum policy was created to reduce learning obstacles students, teachers, and parents face due to the suboptimal implementation of Distance Learning. This study utilized a literature review method by providing an emergency curriculum policy to mitigate literacy loss in elementary school students. This policy contains several modules for children, teachers, and parents whose material focuses on basic literacy and numeracy needs, focusing on essential and prerequisite competencies to support continuous learning. Thus, it can be said that the emergency curriculum policy can be one way to overcome the problem of literacy loss. It is hoped that with this policy, the problem of disparity in human development in the era of the COVID-19 pandemic can be resolved so that the development of human capacity in social development can be more optimal. 

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