The Indonesian government has formally made efforts to equalize education from elementary to secondary schools. The government's efforts to provide the widest possible opportunity for the community to obtain educational services, one of which is through the Smart Indonesia Program (PIP), especially for poor families. But in reality, with the Smart Indonesia Program (PIP) there are still students dropping out of school from families below the poverty line. Bengkulu City has a poverty percentage of 21.14% or 74.42 thousand in 2015 then decreased to 20.72% or 74.05 thousand people in the 2016 period then decreased to 19.18% or 70.16 thousand in 2017 The decline over the past three years is less than 2% (still low) because it has not reached the target as expected. This paper discusses the implementation of PIP policy at the high school level in Bengkulu City using the George C. Edwards III implementation theory which includes aspects of communication, resources, disposition and bureaucratic structure. This research uses a qualitative approach. The informants used in this study were the Head of the Bengkulu Province Education and Culture Office, the Principal and the parents of students in SMA Kota Bengkulu. The results showed that the PIP program policies on the communication aspect, there was still a lack of PIP policy socialization activities. The aspect of facilities and infrastructure is sufficient with the availability of computers and internet networks at each school. In the disposition aspect, there are no technical instructions for the formation of the PIP management team, however, the school takes the initiative and is responsible for managing PIP policies. Furthermore, there is no budget / funding for PIP policy management at both the provincial and school levels. This PIP policy requires implementation, evaluation and monitoring instructions so that this program can be implemented effectively and efficiently.
