Evaluation of the Implementation of Government Regulations on Education Standards in the Strategy to Improve the Quality of Junior High School Education in Jepara Regency

Abstract

This study aims to evaluate the implementation of government regulations on education standards in the strategy to improve the quality of junior high school education in Jepara Regency. The background of this study stems from the fact that the implementation of regional education policies has not yet fully yielded uniform results in improving school quality. This study uses a qualitative approach with descriptive methods, through data collection techniques such as in-depth interviews, field observations, and documentation studies. Research informants include Education Agency officials, school principals, teachers, and school committees. The results of the study show that local government policies have a significant influence on the direction and quality of education, as reflected in the Jepara Regency Education Report Card, including an increase in the Minimum Service Standard (SPM) index from the Young Completion category to Medium Completion, an increase in junior high school literacy and numeracy achievements. However, policy implementation has not been evenly distributed, especially in schools in rural areas that still face limitations in infrastructure, unequal distribution of teachers, and readiness in implementing the new curriculum. Administrative factors, budget constraints, and weak inter-agency coordination also have an impact on the effectiveness of policy implementation. The findings show that school strategies to improve education quality are greatly influenced by the extent of policy intervention received; schools with stronger support are able to implement more focused quality strategies, while schools with limited support face obstacles in optimizing quality improvement. Overall, this study confirms that the success of regional policies has not been fully reflected even across all educational units, thus requiring equitable support, strengthened cross-sector coordination, and the use of Education Report Card data as a basis for continuous improvement.