DATA-BASED EDUCATION PLANNING THROUGH EDUCATION REPORT CARD AT SMPN 3 CIKARANG PUSAT, BEKASI REGENCY
DOI:
https://doi.org/10.51878/academia.v6i4.12263Keywords:
educational planning, data-driven, education report cards, education management, case studyAbstract
The increasing need to utilize education data as a solid foundation for improving planning quality and strategic decision-making at the educational unit level forms the essential background of this study. This research aims to examine the comprehensive implementation of data-based education planning through the Rapor Pendidikan platform at SMP Negeri 3 Cikarang Pusat, Bekasi Regency. Employing a qualitative approach with a case study design, data were gathered via semi-structured interviews, direct observations, and documentation studies involving the principal, vice principals, and teachers. Data analysis followed the interactive model of Miles and Huberman, comprising data reduction, data display, and conclusion drawing. The findings reveal that data-based planning is systematically implemented through data analysis, collaborative reflection, and program formulation integrated into the Rencana Kerja Sekolah (RKS) and Rencana Kerja Tahunan (RKT). Principal leadership and teacher participation act as primary catalysts, although challenges such as limited data literacy and time constraints persist. This study offers practical implications for optimizing educational planning and enriches literature on data-driven educational management.
ABSTRAK
Meningkatnya kebutuhan untuk memanfaatkan data pendidikan sebagai landasan yang kokoh guna meningkatkan kualitas perencanaan dan pengambilan keputusan strategis di tingkat satuan pendidikan menjadi latar belakang esensial dari penelitian ini. Penelitian ini bertujuan untuk mengkaji implementasi komprehensif perencanaan berbasis data melalui platform Rapor Pendidikan di SMP Negeri 3 Cikarang Pusat, Kabupaten Bekasi. Menggunakan pendekatan kualitatif dengan desain studi kasus (case study), data dikumpulkan melalui wawancara semi-terstruktur, observasi langsung, dan studi dokumentasi yang melibatkan kepala sekolah, wakil kepala sekolah, dan guru. Analisis data mengikuti model interaktif Miles dan Huberman yang terdiri atas reduksi data (data reduction), penyajian data (data display), dan penarikan kesimpulan (conclusion drawing). Temuan penelitian mengungkapkan bahwa perencanaan berbasis data diimplementasikan secara sistematis melalui analisis data, refleksi kolaboratif, dan perumusan program yang terintegrasi ke dalam Rencana Kerja Sekolah (RKS) dan Rencana Kerja Tahunan (RKT). Kepemimpinan kepala sekolah dan partisipasi guru bertindak sebagai katalis utama, meskipun tantangan seperti keterbatasan literasi data (data literacy) dan kendala waktu masih terus ada. Studi ini menawarkan implikasi praktis untuk mengoptimalkan perencanaan pendidikan serta memperkaya literatur mengenai manajemen pendidikan berbasis data (data-driven educational management).
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