ABSTRAK

Nadea Risa Armilantara, 2110411220051, 2025. Implementasi Kebijakan

Program Indonesia Pintar (PIP) di SMPN 16 Kota Banjarmasin. Dibawah

bimbingan Avela Dewi.

Program Indonesia Pintar (PIP) merupakan kebijakan pemerintah untuk

memperluas akses pendidikan bagi siswa dari keluarga kurang mampu. SMPN 16

Kota Banjarmasin menjadi salah satu sekolah penerima, namun dalam

implementasinya masih ditemukan kendala terkait proses pendataan, mekanisme

penyaluran, dan pemahaman orang tua terhadap prosedur program. Penelitian ini

bertujuan menggambarkan implementasi kebijakan PIP serta mengidentifikasi

faktor penghambatnya berdasarkan teori implementasi George C. Edward III.

Pendekatan penelitian menggunakan kualitatif deskriptif dengan teknik wawancara,

observasi, dan dokumentasi terhadap kepala sekolah, wali kelas, operator PIP, dan

siswa penerima.

Hasil penelitian menunjukkan bahwa implementasi PIP pada dasarnya telah

berjalan cukup baik dan mendukung keberlanjutan pendidikan siswa kurang

mampu. Aspek komunikasi berada pada kategori cukup efektif meskipun

pemahaman sebagian orang tua masih rendah. Aspek sumber daya dan disposisi

pelaksana menunjukkan komitmen sekolah dalam pendataan dan pendampingan

siswa, namun dibatasi oleh kewenangan administratif dan keterbatasan sarana

pendukung. Struktur birokrasi mengikuti prosedur pemerintah melalui sistem

Dapodik dan penyaluran dana via bank, sehingga pelaksanaan berada dalam koridor

kebijakan pusat. Bantuan dimanfaatkan untuk kebutuhan pendidikan seperti

membeli perlengkapan sekolah, sehingga berkontribusi pada motivasi belajar

siswa. Hambatan yang ditemukan meliputi faktor internal, seperti kurang meratanya

sosialisasi, ketergantungan pada KIP dalam pendataan, keterbatasan SDM, serta

minimnya pengawasan penggunaan dana. Faktor eksternal meliputi ketergantungan

pada data DTKS/RT-RW, prosedur pencairan perbankan yang kadang terlambat,

serta kurangnya pemahaman orang tua mengenai tujuan dan prosedur PIP.

Hambatan tersebut mempengaruhi efektivitas implementasi program meskipun

manfaat bantuan tetap dirasakan siswa.

Secara singkat, disarankan agar sekolah meningkatkan sosialisasi dan

koordinasi internal, menyusun SOP pelaksanaan di tingkat sekolah, serta

memperkuat akurasi pendataan siswa penerima. Pemerintah perlu memutakhirkan

data penerima secara berkelanjutan dan menyederhanakan mekanisme pencairan

bantuan. Orang tua juga diharapkan aktif mengikuti sosialisasi serta memahami

ketentuan program agar dana dimanfaatkan sesuai tujuan pendidikan.

Kata Kunci: Implementasi Kebijakan, Pendidikan, Program Indonesia Pintar

vABSTRACT

Nadea Risa Armilantara, 2110411220051, 2025. Implementation of the

Indonesia Smart Program (PIP) Policy at SMPN 16 Banjarmasin. Under the

guidance of Avela Dewi.

The Indonesia Smart Program (Program Indonesia Pintar/PIP) is a

government policy aimed at expanding access to education for students from low-

income families. SMPN 16 Kota Banjarmasin is one of the participating schools;

however, its implementation has encountered several issues, particularly related to

student data collection, the disbursement mechanism, and parents’ understanding

of program procedures. This study aims to describe the implementation of the PIP

policy and identify its inhibiting factors using George C. Edward III’s policy

implementation theory. The research employed a descriptive qualitative approach

through interviews, observation, and documentation involving the principal,

homeroom teachers, PIP operators, and beneficiary students.

The findings indicate that the implementation of PIP has generally run well

and contributed to sustaining the education of low-income students. The

communication aspect is categorized as sufficiently effective, although some

parents still lack understanding. The resource and disposition aspects demonstrate

the school’s commitment to student data collection and assistance, yet are

constrained by administrative authority and limited facilities. The bureaucratic

structure complies with central government procedures through the use of the

Dapodik system and bank-based disbursement, ensuring that implementation

follows standardized regulations. The financial assistance is utilized for

educational needs, such as school supplies, thereby supporting learning continuity

and student motivation. The identified obstacles include internal factors, such as

uneven socialization efforts, reliance on KIP for data validation, limited human

resources, and minimal supervision of fund utilization. External factors involve

dependence on DTKS and neighborhood data, delayed disbursement due to banking

procedures, and parents’ limited understanding of the program’s purpose and

requirements. These challenges affect the program’s effectiveness despite the

tangible benefits felt by students.

In brief, it is recommended that schools strengthen socialization and

internal coordination, develop school-level Standard Operating Procedures (SOP),

and improve the accuracy of beneficiary data. The government is advised to update

recipient data continuously and simplify banking procedures for disbursement.

Parents are also expected to participate actively in socialization activities and

understand program regulations so that the funds can be utilized according to

educational objectives.

Keywords: Policy Implementation, Education, Indonesia Smart Program.