Analysis of Effectiveness, Equity, and Capability in the Implementation of the Free Education Policy in Subang Regency, Academic Year 2024–2025

Abstract

Abstract
This research aims to analyze the effectiveness, equity, and capability development in the implementation of the free education policy in Subang Regency during the 2024–2025 academic year. The study employs a descriptive qualitative approach using literature review and secondary data analysis sourced from Dapodik, BPS, the Subang Regency Education Office, as well as policy documents and BOS/BOSDA (School Operational Assistance Fund/Regional) reports. The analysis was conducted through thematic synthesis, content analysis, and source triangulation to ensure data validity and consistency. The results indicate that the free education policy successfully increased educational access, as shown by the rise in the Net Enrollment Rate (NER/APM) for Primary School (SD) from 98.6% to 99.3% and for Junior High School (SMP) from 95.4% to 97.3%, along with a decrease in the Dropout Rate (DOR/APS) at both levels. However, equity in educational quality still faces serious challenges, particularly in the distribution of certified teachers, the availability of infrastructure, and the digital divide across regions. The Education Equity Index (EEI/IPE) of 0.82 indicates medium-to-high equity, yet significant disparities persist between the northern–urban and southern–rural areas. Within the framework of Rawls’ Social Justice (1971), Sen’s Capability Approach (1999), and Dunn’s Policy Evaluation (2018), these findings indicate that the free education policy in Subang has achieved equality of access but has not yet reached equity of outcomes. Facility limitations, teacher distribution, and digitalization restrict students' ability to develop their potential. The study recommends four main policy directions: (1) redistribution of certified teachers and continuous training; (2) spatial-based equity in educational facilities; (3) increasing the digital literacy of teachers and students; and (4) integration of a transparent digital-based BOS reporting system. With this strategy, the free education policy in Subang is expected not only to expand access but also to realize social justice and human capability in the digital era.
Keywords: free education policy, education equity, capability, social justice, Subang