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Musi Rawas Utara Regency is categorized as an underdeveloped, frontier, and outermost (3T) region that still faces serious challenges in human development, particularly within the education dimension. Although the Human Development Index (HDI) indicates an upward trend, the School Enrollment Rate (SER) and the mean years of schooling at the secondary education level remain relatively low and lag behind other regions. This condition is influenced by limited access to secondary education, household economic vulnerability, and disparities in the quality and distribution of educators in remote areas. This policy paper aims to analyze secondary education issues as a primary obstacle to increasing the HDI of Musi Rawas Utara Regency and to formulate effective and sustainable policy alternatives. The method used is a qualitative descriptive analysis through a literature study, utilizing data from the Central Bureau of Statistics (BPS), regional planning documents, as well as relevant national regulations and policies. The analysis was conducted using a SWOT approach to identify the strengths, weaknesses, opportunities, and threats of the regional education policy. The results of the study show that improving the HDI requires integrated, affirmative, and region-based education policies. Three main policy alternatives recommended include expanding and equalizing access to secondary education, strengthening educational assistance and social protection for vulnerable families, and sustainably distributing and improving teacher quality. The implementation of these policies is expected to increase the SER, extend the mean years of schooling, and strengthen the quality of human resources as a foundation for sustainable development in Musi Rawas Utara Regency.

This study aims to analyze the implementation of Dayak local wisdom values in the Merdeka Curriculum at public elementary schools in Pulang Pisau Regency, Central Kalimantan. Dayak local wisdom, which encompasses values such as mutual cooperation, solidarity, tolerance, environmental awareness, and respect for cultural traditions, plays a significant role in shaping students' character amid the challenges of globalization and the disruptive era. This research employs a qualitative approach using a case study method. The research participants include school principals, teachers, students, and educational stakeholders from several public elementary schools in Pulang Pisau Regency. Data are collected through observations, in-depth interviews, documentation, and literature reviews. Data analysis is conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings are expected to provide a comprehensive description of how Dayak local wisdom values are integrated into the planning, implementation, and evaluation of learning activities within the Merdeka Curriculum framework. Furthermore, the study seeks to identify supporting and inhibiting factors affecting the implementation of local wisdom in educational practices and to formulate strategic recommendations for strengthening character education and preserving local culture in elementary schools. The results are expected to serve as a reference for educational policy development that promotes cultural preservation and enhances the quality of learning in accordance with the socio-cultural context of local communities.

This study aims to analyze normatively and juridically whether students in private schools are entitled to free basic education based on the Constitutional Court Decision Number 3/PUU-XXII/2024. Prior to this decision, the phrase “without charging fees” in Article 34 paragraph (2) of Law Number 20 of 2003 on the National Education System was often interpreted narrowly, applying only to public schools. This interpretation created discrimination in access to education for students in private schools, particularly those from low-income families. This research employs a normative juridical method with a statute approach and case approach. Primary legal materials include the 1945 Constitution of the Republic of Indonesia, Law Number 20 of 2003 on the National Education System, and Constitutional Court Decision Number 3/PUU-XXII/2024. Secondary legal materials consist of relevant scholarly literature, books, and journals. The analysis reveals that the Constitutional Court declared Article 34 paragraph (2) of the National Education System Law conditionally unconstitutional. The phrase must be interpreted to mean that the Central and Regional Governments are obliged to guarantee the implementation of compulsory basic education without charging fees, both for educational units organized by the government (public schools) and by the community (private schools). Consequently, students in private schools have the right to obtain free basic education as a constitutional right. Private schools are still permitted to charge fees from financially capable parents, but they are obligated to provide financial relief or full fee waivers for students from economically disadvantaged families. This decision has significant juridical implications for national education financing policy, particularly the need to revise derivative regulations and allocate School Operational Assistance (BOS) and Regional BOS funds to eligible private schools. This study complements previous research, which was largely empirical and regional in scope, by providing a comprehensive national normative juridical analysis.

Higher-order thinking skills (HOTS) are a requirement in 21st-century education, yet assessments in schools are still primarily based on lower-order thinking (LOTS) cognitive skills. This study aims to examine the concept of the Revised Bloom's Taxonomy, the characteristics of instruments based on Higher-Order Thinking Skills (HOTS), and their implementation in instrument development. This study used a qualitative approach with a heritage study method. Data were obtained from books, scientific journals, and educational policy documents related to HOTS-based assessment. Analysis was conducted through data reduction, categorization, and drawing conclusions based on their alignment with the Revised Bloom's Taxonomy framework. The results of this study indicate that cognitive levels C4-C6 in the Revised Bloom's Taxonomy serve as the primary reference in developing HOTS instruments, which can assist in developing HOTS-based instruments to measure students' higher-order thinking skills.

This study aims to analyze the discrepancy between regulations and social realities in fulfilling the right to education in Indonesia. Normatively, the state has established a strong legal framework to guarantee the right to education, as stipulated in the 1945 Constitution and various educational policies. However, in practice, there remains a significant gap between policy and actual conditions in society. This research employs a qualitative approach using a juridical-normative method combined with an empirical (sociological) approach. Data were collected through library research from various sources, including laws and regulations, academic journals, and reports from official institutions. The findings indicate that the discrepancy is reflected in three main aspects: unequal distribution of educational facilities, disparities in the quality of education, and the existence of children who have not accessed education. These issues are influenced by factors such as limited infrastructure, unequal distribution of teachers, geographical challenges, and socio-economic conditions. Therefore, it can be concluded that the fulfillment of the right to education in Indonesia has not been fully optimal due to ineffective and non-adaptive policy implementation. Hence, more comprehensive and contextual efforts are required to achieve an equitable, inclusive, and accessible education system for all.

This study examines the role of inclusive curriculum reform in promoting educational equity within multicultural education systems. The research focuses on the interconnected roles of curriculum transformation, educational policy, and transformative leadership in fostering inclusive and socially just learning environments. Using a qualitative content analysis approach, the study analyzed scholarly articles, policy documents, educational reports, and academic literature related to multicultural education, inclusive pedagogy, leadership, and equity-oriented policies. The findings reveal that inclusive curriculum reform serves as a fundamental strategy for recognizing cultural diversity, reducing discrimination, and enhancing equal participation among students from diverse backgrounds. Furthermore, effective educational policies and transformative leadership practices were identified as essential factors in supporting sustainable inclusive educational reform. However, the study also found that the implementation of inclusive curriculum reform continues to face significant challenges, including inadequate teacher preparation, limited institutional resources, policy inconsistency, technological inequality, and sociocultural resistance

Substandard housing remains a multidimensional urban problem because it intersects with structural safety, indoor environmental quality, sanitation, clean water, poverty, and the effectiveness of policy implementation. This study evaluates the implementation of the substandard housing improvement program (RTLH) in Lubuk Linggau City by integrating a technical audit of housing quality with an implementation analysis based on the variables of communication, resources, implementer disposition, and bureaucratic structure. A descriptive-evaluative mixed approach was applied through field observation, technical scoring of ten rehabilitated houses, document review, and structured interviews with regulators, field facilitators, and beneficiary households. The results show that the cumulative technical conformity index reached 3.325 out of 4.00, equivalent to 83%, and was classified as adequate housing. Structural resilience achieved the highest score at 88%, followed by space adequacy at 85%, natural lighting and ventilation at 80%, and sanitation and clean water at 75%. Five houses were classified as adequate housing, while five were classified as fairly adequate/light substandard housing. The implementation analysis indicates that clear practical communication and facilitator assistance strengthened structural quality, but limited financial resources, weak environmental-health prioritization, and administratively oriented supervision reduced sanitation and ventilation performance. The study recommends standardized septic systems, stronger post-construction technical verification, healthy-housing education, realistic unit budgets, and quality-oriented monitoring.

The Merdeka Curriculum introduces a paradigm shift in Indonesia's educational assessment system, moving from an outcome-oriented approach toward one that positions evaluation as an integral part of the learning process itself. This article examines how learning evaluation is implemented as an instrument to improve the quality of student learning within the Merdeka Curriculum framework. This study employs a library research method, analyzing relevant policy documents, regulations, and academic literature. The findings indicate that the Merdeka Curriculum shifts the focus of evaluation from mere measurement (assessment of learning) toward assessment as learning and assessment for learning, realized through three main forms of assessment: diagnostic, formative, and summative. Proper implementation of these three forms enables teachers to map students' individual learning needs, provide continuous feedback, and design differentiated instruction that is more relevant to learners' characteristics. However, field implementation still faces several challenges, including uneven teacher understanding, time constraints, and limited technical training in designing authentic assessment instruments. This article recommends strengthening teacher competence, providing practical technical guidance, and offering continuous mentoring as strategic steps to ensure that learning evaluation truly functions as an instrument for improving learning quality, rather than merely an administrative formality.

This paper discusses the implementation of regional autonomy and its impact on Islamic education in Indonesia, focusing on the challenges and opportunities faced. Although educational decentralization is considered a strategic step to improve the quality of education, there are various obstacles that must be addressed, including the development of regional capacity, the availability of educational resources, and effective leadership. This study aims to explore how regional autonomy can provide flexibility in educational management while identifying issues arising from the lack of coordination between regional and central governments, especially in the management of Islamic educational institutions. The method used is a normative legal approach with descriptive analysis. The research findings indicate that despite efforts to enhance Islamic education, there remain significant gaps in funding, facilities, and educational quality compared to general education. The conclusion drawn is the need for more inclusive and responsive policy reforms to local diversity, as well as the importance of collaboration among government, society, and educational institutions to create a more equitable and quality education system.

Package C equivalency education is a strategic non-formal education policy designed to provide senior secondary education access for citizens who are not served by the formal schooling system. This study evaluates the implementation of the Package C Equivalency Education Policy at the Non-Formal Education Unit Sanggar Kegiatan Belajar in Batudaa District, Gorontalo Regency, Indonesia. The study addresses the gap between the policy objective of expanding equitable access to secondary education and the practical constraints found in local implementation. Using a qualitative evaluative case study design, the research applies the Context, Input, Process, and Product evaluation model. Data were collected through in-depth interviews, observation, and document analysis involving program managers, tutors, learners, parents, alumni, and non-formal education supervisors. The findings show that the policy is contextually relevant to learners who face economic barriers, employment demands, age constraints, and limited access to formal schooling. However, input capacity remains insufficient due to limited tutor availability, inadequate andragogical competence, insufficient learning media, and learning modules that are not yet fully contextualized. The process dimension reveals inconsistent learning schedules, lecture-dominated instruction, weak adult-learning practices, and suboptimal monitoring. Product evaluation indicates positive outcomes in graduation, academic confidence, and access to administrative requirements for work or further study, but practical skills and socio-economic impacts remain limited. The study concludes that Package C policy implementation requires stronger socialization, tutor capacity development, contextual learning resources, flexible learning management, and local policy support to generate sustainable public value.

People with disabilities still face various barriers in exercising their equal rights, including in accessing public facilities and tourism sites. This study aims to analyze the factors that support and hinder the implementation of Cimahi City Regulation No. 20 of 2018 on the Protection and Fulfillment of the Rights of Persons with Disabilities, particularly at tourist attractions in Cimahi City. The approach used is qualitative, employing a case study method to explore the phenomenon of policy implementation in depth using various data sources. The research findings indicate that supporting factors include strong legal legitimacy, the local government’s political commitment, coordination across Local Government Agencies (LGAs), the use of social media for outreach, and the involvement of the disability community in the planning process. Meanwhile, inhibiting factors include budget constraints, suboptimal accessibility facilities, a weak database system for disability needs, uneven public outreach, low empathy among tourism managers, and weak enforcement of sanctions. This study implies the need for strengthened oversight, optimization of resources, massive legal education, and a shift in mindset to achieve substantive inclusivity.

This study aims to examine the role of the government in implementing gender political education in schools in Bengkulu Province. Within the context of Indonesia's national education system, gender equality remains a crucial issue that requires sustained attention, particularly in formal educational institutions. As the primary policymaker, the government plays a strategic role in ensuring that educational policies, curricula, teaching practices, and school environments promote the principles of gender equality and inclusiveness. This research employs a library research method by reviewing various scientific publications, policy documents, laws and regulations, government reports, and relevant academic sources related to gender and education. The findings reveal that the government has introduced several regulations and programs to support gender-responsive education and enhance equal opportunities for all students. However, the implementation of these policies in schools across Bengkulu Province continues to face significant challenges. These include limited teacher competence in gender-sensitive instruction, inadequate availability of gender-responsive learning materials, insufficient monitoring and evaluation mechanisms, and the persistence of patriarchal cultural values that influence educational practices. Therefore, this study recommends strengthening policy implementation, providing continuous gender-based teacher training, developing inclusive learning resources, and integrating gender political education into local curriculum content to promote greater gender awareness and equality in schools throughout Bengkulu Province.

The Merdeka Curriculum, as a new educational policy in Indonesia, emphasizes the cultivation of the Pancasila Student Profile, which is rich in citizenship values. This study aims to analyze the application of citizenship values in Pancasila and Civic Education (PPKn) learning within the framework of the Merdeka Curriculum at the high school level. This research employs a qualitative descriptive method, collecting data through classroom observations, semi-structured interviews with PPKn teachers, and analysis of teaching modules and project-based learning documents (P5). The findings indicate that the application of citizenship values is primarily integrated through Project-Based Learning to Strengthen the Pancasila Student Profile (P5). Values such as mutual cooperation (gotong royong), critical reasoning (bernalar kritis), and global diversity (berkebinekaan global) are the most frequently emphasized. However, teachers face challenges, including the need to adapt pedagogical approaches, difficulties in assessing value-based outcomes authentically, and a lack of specific reference materials aligned with the new curriculum. The implication of this research is the urgent need for structured professional development for teachers and the development of comprehensive teaching guides to ensure the effective and standardized implementation of citizenship values in PPKn learning across all educational units.

The shift in the international political order from a unipolar to a multipolar system has created increasingly complex global security dynamics and the potential for conflicts among states. This condition requires improving international political literacy among civil society, particularly Indonesian youth, so they can critically understand and respond to geopolitical transformations. In response to this urgency, this Community Service Program (PKM) aimed to enhance students’ global issue literacy through the Foreign Policy Community of Indonesia (FPCI) Goes To School (FGTS) 5.0 program themed Conflict & Military. The activity was conducted on April 6, 2026, involving 40 eleventh-grade students at SMA Negeri 97 Jakarta. The implementation method combined interactive lectures with popular culture references to make the material easier for teenagers to understand. Evaluation was conducted through pre-tests and post-tests in the form of multiple-choice quizzes. The material covered the concept of United States national interests, the Board of Peace (BoP) security initiative, Realism Theory, and the conflicts involving the United States, Israel, and Iran. The evaluation results showed that students had strong understanding of popular global issues but limited comprehension of technical aspects related to international institutions, such as the role of the International Atomic Energy Agency (IAEA). Therefore, future international political literacy programs should focus more on strategic and technical issues that are less familiar to the public.

The management of nonformal education programs increasingly demands socially grounded approaches capable of fostering inclusivity, sustainability, and community empowerment. This study aims to analyze the concept and implementation of social-based management within nonformal education systems, emphasizing participatory governance, social capital, and collaborative learning as strategic components of effective program administration. Employing a qualitative narrative review methodology, this research synthesizes empirical and conceptual findings from peer-reviewed studies published between 2018 and 2025 to identify dominant themes, theoretical orientations, and emerging innovations in the field. The results reveal that social-based management strengthens institutional accountability,enhances program sustainability, and promotes shared ownership among community stakeholders. The integration of participatory management and social capital theories provides a conceptual foundation for improving nonformal education governance through collaboration, trust networks, and local knowledge mobilization. The study contributes theoretically by refining the framework of participatory educational management, and practically by offering guidance for policymakers and practitioners in designing community-driven education programs. These findings underscore the importance of socially embedded governance as a pathway toward inclusive, adaptive, and transformative nonformal education.

This study, entitled "Value Added Tax Fairness in Samarinda City," analyzes the fairness of the 11% VAT rate under Law No. 7 of 2021 using socio-legal methods. The results show that although the single 11% VAT rate meets the principles of legality and horizontal justice because it applies equally to all consumers, this policy is not entirely fair from a vertical justice perspective. The regressive nature of the consumption tax tends to place a greater burden on low-income households. Field findings reveal that MSMEs feel burdened because the rate does not take into account their economic capacity, coupled with a lack of understanding of the input and output tax credit mechanisms. Administrative complexity and minimal education from tax authorities contribute to low compliance rates. This study recommends the implementation of a more flexible tiered VAT rate, strengthening tax education, providing technical assistance, and simplifying reporting for MSMEs to improve compliance and create more equitable tax justice.  

This study aims to analyze the strategies of multicultural Islamic Religious Education (PAI) learning in fostering students’ tolerance attitudes in the context of Indonesia’s diverse society. This research employs a qualitative approach using a library research method by examining various relevant scientific literatures, including journals, books, and policy documents. Data were analyzed through stages of data collection, reduction, thematic analysis, and synthesis. The findings indicate that there are three main strategies in implementing multicultural-based PAI learning: (1) enrichment of teaching materials with multicultural perspectives, (2) application of dialogic discussion and cooperative learning methods, and (3) creation of a democratic and inclusive school culture. These strategies are proven to significantly contribute to the development of students’ tolerance, inclusivity, and respect for diversity. However, several challenges are identified, such as limited teacher competence, lack of inclusive teaching materials, social pressures, and the influence of digital media. In conclusion, multicultural-based PAI learning plays a crucial role in shaping tolerant and inclusive students. Its successful implementation requires a holistic, adaptive, and collaborative approach involving curriculum development, teacher competence enhancement, and support from the broader educational ecosystem.

The Labor-Intensive Housing Program is one of the Surabaya City Government’s policies aimed at reducing poverty and unemployment through labor-intensive community empowerment. This study aims to describe and analyze the implementation of the Labor-Intensive Housing Program (RPK) at the Pitstop business unit in Lidah Kulon Village, Lakarsantri Subdistrict, Surabaya City. This study employs a qualitative method with a descriptive approach, utilizing Van Meter and Van’s policy implementation theory. Primary data were collected through interviews and observations, while secondary data were derived from official documents and relevant publications. The results showed that the implementation of the Pitstop Labor Intensive Housing Program has not yet been optimal. In terms of policy standards and objectives, the program’s goals have been clearly defined but have not yet been fully achieved. Regarding resources, the availability of facilities and funding is adequate, but there are still limitations in human resources, particularly skilled technicians in the automotive repair field. Inter organizational communication has taken place but has not been intensive enough to support business sustainability. Characteristics of the implementing agents indicate that the structure of the Labor-Intensive Housing team has been clearly defined; however, implementation in the field has not been optimal due to weak coordination and communication. Economic, social, and political conditions-such as a less-than-strategic business location and high competition from similar businesses-have also contributed to the low number of customers. Meanwhile, the disposition of the implementers demonstrates a positive attitude in supporting the Labor-Intensive Housing program. The Labor-Intensive Housing Program must be supported by professional mechanics through education, certification, and collaboration with the private sector and training institutions to ensure the quality of services. In addition, building public trust, coordination among stakeholders, and intensive support through monitoring and evaluation are key to the success and sustainability of the Labor-Intensive Housing Program.

This study examines the dynamics of church music regulation implementation in the congregation of the Adventist Secondary School – Surya Nusantara Adventist University (SLA-UASN) Pematangsiantar (September 2022–December 2025). The goal is to describe the implementation of the regulation in worship practices, address challenges, reveal congregational responses, and align local practices with the views of Ellen G. White and official SDA documents. The research employed a qualitative descriptive approach with a case study method; data were collected through in-depth interviews with 16 informants, participant observation, and documentation studies, then analyzed thematically using source triangulation. The results indicate that the regulation originates from church regulations (SDA Church Guidelines) and local policies, but is disseminated orally, resulting in differing understandings. There is intergenerational tension between supporters of traditional music (hymnals) and contemporary music that has not been bridged dialogically. Resistance from music ministers arises from inconsistent implementation and minimal involvement in policy development. Communication between music leaders and ministers remains weak, with no regular evaluation forum, resulting in a continued decline in the quality of music worship. This study concludes that effective music regulation requires clear written documentation, structured intergenerational dialogue, ongoing music theology education, and inclusive and participatory pastoral leadership.

Project-Based Learning (PjBL) is a relevant instructional approach in vocational education because it emphasizes authentic learning experiences and competency development aligned with industry needs. However, its implementation is often limited to pedagogical practices and has not been systematically integrated with educational management functions. This study aims to analyze the optimization of PjBL in improving vocational students’ competencies through an educational management perspective. The research employed a qualitative literature review approach by examining national and international journal articles, academic books, and educational policy documents related to project-based learning, vocational education, and educational management. Data were analyzed using thematic analysis through categorization, interpretation, and conceptual synthesis. The findings reveal that the successful implementation of PjBL is influenced by competency-based planning, effective organization of learning resources, authentic project implementation, and continuous evaluation through authentic assessment. Institutional readiness, teacher competence, digital technology, and industrial partnerships also contribute significantly to the sustainability of PjBL implementation in vocational education.