Recent research published in July 2026 by a team of academics from Universitas Lampung consisting of Ferli Yuledi, Anna Gustina Zainal, Noverman Duadji, and Robi Cahyadi Kurniawan examines how the implementation of education policies in Indonesia—such as the PPDB zoning system and the Merdeka Curriculum—can learn from drug prevention policy (P4GN) handling patterns in Lampung Province. This study is crucial for seeking solutions to classic problems of educational quality and facility disparities that regular central regulations frequently fail to resolve.
For years, national policies such as the new student admission (PPDB) zoning system and the Merdeka Curriculum have often stalled when implemented at the district level. Evaluations in various cities indicate that uniform rules from the central government frequently face obstacles in the form of facility disparities between schools, minimal parental understanding, and teachers' lack of readiness in applying modern learning methods. This condition proves that policy design on paper will not run smoothly without accounting for local capacity readiness.
To dissect this issue, the research team used a multiple case study approach in four regencies and cities in Lampung Province: Metro City, Way Kanan Regency, Tulang Bawang Regency, and North Lampung Regency. The researchers gathered data through 40 in-depth interview sessions with local government officials, the National Narcotics Agency (BNN), law enforcement officers, and community leaders, which were reinforced by official document analysis and field observation. Through the policy transfer framework, the structural success of drug enforcement (P4GN) was tested as a mirror to improve education sector policy governance.
Based on an analysis of a six-dimension configuration—namely institutional capacity, inter-actor collaboration, actor roles, political support, community participation, and local wisdom—this research formulates three main lessons for the world of education:
- Institutional capacity must be prepared before programs are launched, because field implementation cannot spontaneously create its own capacity.
- The presence of creative actors (policy entrepreneurs) and bridging actors has proven effective in mitigating resource disparities and overcoming rigid local bureaucracy.
- Cross-sector collaboration paired with active community participation is capable of generating social legitimacy that cannot be formed solely through formal regulatory instructions.
According to Yuledi, Zainal, Duadji, and Kurniawan from Universitas Lampung, these findings provide a very useful diagnostic instrument for education policy planners. Local governments are advised to conduct a mapping exercise based on these six dimensions before rolling out new zoning policies or curricula. With this step, education offices can detect early on whether a region's main obstacle lies in institutional frameworks, coordination, or community involvement, making the provided interventions much more targeted and sustainable.
Author Profiles
- Ferli Yuledi – Universitas Lampung
- Anna Gustina Zainal – Universitas Lampung
- Noverman Duadji – Universitas Lampung
- Robi Cahyadi Kurniawan – Universitas Lampung
Research Sources
- Article Title: Cross-Sector Learning for Education Policy Implementation from the Case of P4GN Policy in Lampung Province
- Nama Jurnal: International Journal of Education and Life Sciences (IJELS)
- Tahun Publikasi: 2026
- DOI:
https://doi.org/10.59890/ijels.v4i7.56 - URL:
https://ntlmultitechpublisher.my.id/index.php/ijels
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