Service quality and accountability in student admissions: Public perceptions of educational services in badung regency

This study aims to evaluate public perceptions of service quality and the level of accountability in the implementation of the New Student Admission (PPDB) process in Badung Regency. A descriptive qualitative approach was employed to capture social realities and the subjective experiences of the community, with data collected through in-depth interviews, field observations, and document analysis. The findings reveal that although the digitalization of PPDB has improved administrative efficiency, several issues persist, such as limited digital literacy, unequal access to information, and suboptimal institutional responsiveness. Schools generally exhibit more adaptive responses compared to the Education Office, which is perceived as less responsive to public complaints. The zoning system has also led to confusion and perceptions of injustice among the public. This study highlights the importance of enhancing public communication, simplifying digital systems, and developing participatory service evaluation models based on citizen perceptions. The findings offer practical contributions to improving local education service policies and theoretical insights into strengthening the concept of inclusive and accountable public services.