This qualitative case study examines how local education policy can be revitalized to strengthen teacher and student competence at SDN Jambu 2 Burneh, Bangkalan, Indonesia. The study responds to policy distortion between national and local regulations, particularly in the use of teachers' effective working time, school calendar decisions, and the declining implementation of Madura language as local content. Data were generated through observation, in-depth interviews with school and policy actors, and document analysis. Interactive qualitative analysis was used to reduce, display, and verify the data through source and technique triangulation. The findings show that policy misalignment reduces instructional continuity, shifts teacher work toward administrative routines, interrupts student learning rhythm, and weakens the practical relevance of local-content learning.
The article proposes a school-centered revitalization model that positions the school not merely as a policy implementer but also as a policy information hub, feedback provider, and contextual decision-maker. This model integrates policy synchronization, teacher professional agency, instructional continuity, local-cultural revitalization, and collaborative governance. The study contributes to international discussions on decentralization, school-based management, and culturally responsive education by demonstrating how local policy coherence can improve educational quality in primary schools.