Electronic Theses and Dissertation

Kebijakan zonasi dalam sistem Penerimaan Peserta Didik Baru (PPDB) bertujuan
untuk mewujudkan pemerataan akses pendidikan. Namun, di Kota Langsa, pendekatan
zonasi yang masih berbasis batas administratif belum mempertimbangkan aspek
spasial keterjangkauan antara permukiman dan fasilitas pendidikan, sehingga memicu
ketimpangan akses. Penggunaan jarak sebagai dasar zonasi menjadi krusial guna
memastikan siswa dapat menjangkau sekolah dengan berjalan kaki. Penelitian ini
bertujuan untuk menganalisis ketersediaan dan keterjangkauan layanan fasilitas
pendidikan negeri jenjang SMP dan SMA terhadap permukiman, serta
membandingkan pola zonasi SMP dan SMA negeri berdasarkan tiga pendekatan
spasial, yaitu Thiessen Polygon, Buffer, dan Network Analysis (Service Area). Masing
masing metode diolah melalui Sistem Informasi Geografis (SIG) dan dimodelkan
secara otomatis dengan Model Builder. Hasil penelitian menunjukkan kebutuhan
fasilitas pendidikan pada jenjang SMPN dan SMAN Kota Langsa belum mencukupi
dan dibutuhkan penambahan 26 SMPN dan 36 SMAN, selain itu keterjangkauan
layanan permukiman berdasarkan jarak ideal belum mampu melayani seluruh titik
permukiman, kemudian keterjangkauan layanan menurut waktu tempuh 40 menit,
permukiman yang terlayani pada jenjang SMPN mencapai 96,51 % sedangkan pada
jenjang SMAN, permukiman yang terlayani adalah 79,25%. Selanjutnya, cakupan
permukiman pola zonasi pada jenjang SMPN dengan persentase tertinggi diperoleh
dari Thiessen Polygon (98,21%), diikuti Service Area (79,63%) dan Buffer (75,37%).
Sementara pada jenjang SMAN, Buffer menunjukkan cakupan tertinggi (88,50%),
disusul Service Area (79,21%) dan Thiessen Polygon (71,62%). Metode spasial yang
mempertimbangkan jaringan jalan dan jarak tempuh terbukti lebih representatif
dibandingkan zonasi administratif. Selain menghasilkan peta zonasi yang lebih akurat,
integrasi Model Builder juga mempermudah replikasi dan efisiensi analisis bagi
perencanaan pendidikan berbasis data.

The zoning policy in the New Student Admission System aims to achieve equitable access to education. However, in Langsa City, the zoning approach still relies on administrative boundaries and does not consider spatial accessibility between residential areas and educational facilities. This creates disparities in access. Using distance as the basis for zoning is crucial to ensure students can reach schools—ideally on foot. This study analyzes the availability and accessibility of public educational facilities at the junior and senior high school levels relative to residential areas. It compares zoning patterns using three spatial approaches: Thiessen Polygon, Buffer, and Network Analysis (Service Area). All analyses were carried out using Geographic Information System (GIS) and automated with Model Builder. The results show that the current number of educational facilities is insufficient. Langsa City needs an additional 26 junior high schools and 36 senior high schools to meet the demand. Accessibility based on ideal walking distance cannot cover all residential areas. However, accessibility based on 40-minute travel time shows that 96.51% of residential areas are served by junior high schools, while only 79.25% are served by senior high schools. Regarding spatial coverage, for junior high schools, Thiessen Polygon yields the highest coverage (98.21%), followed by Service Area (79.63%) and Buffer (75.37%). For senior high schools, Buffer shows the highest coverage (88.50%), followed by Service Area (79.21%) and Thiessen Polygon (71.62%). Spatial approaches that consider road networks and actual travel time are more representative than administrative zoning. Moreover, integrating Model Builder supports efficient, replicable analysis for data-driven education planning and the creation of more accurate zoning maps.