Corresponding Author: Rachmat
Mulyana
E-mail: [email protected] �
INTRODUCTION
Management standards are the
minimum criteria regarding the planning, implementation and supervision of
educational activities carried out by the Education Unit so that the
implementation of EducationEducation is efficient and effective (Damanik,
2015). Planning, implementing and
supervising education activities apply school-based management as indicated by
independence, partnership, participation, openness, and accountability (PP No
57 of 2021) (Suhardi
& Fahmi, 2021).
Digital schools provide new
experiences in the classroom and the education system for teachers and
students, with a flood of new technology, of course, demanding changes in the
way teachers teach and learn students (Hamdah,
2018). Large amounts of money are
needed for gadgets and e-books, interactive whiteboards and online learning
programs and other classroom technologies. Collaboration with local
governments, communities and companies that want to support education
development is needed (Abi
Hamid et al., 2020).
Based on data quoted from Hootsuite (We are Social)
Indonesian Digital Report 2022, the trend of internet and social media users in
Indonesia in 2022 has increased in the last 5 years (Imran, 2022). As many as 73.7% of Indonesia's population use the
internet or as many as 204.7 million people (up 1% from 2021), and active
social media users as many as 191.4 million (up 12.6% from 2021) (Pratiwi, 2022). Meanwhile, the average daily use of the internet is
8 hours 36 minutes, and 3 hours 17 minutes is used for social media, or more
than 37% of internet use is used for social media.
The use of the internet in learning has increased
rapidly since the covid 19 pandemic, which is in line with the implementation
of distance learning (PJJ) at the school and tertiary levels (Fahmi, 2020). Apart from being a demand of the times, this is also
forced by a situation and government policy that requires all learning to be
online (Rahmi, 2020). As reported by tekno.compas.com (May 2022), around
58.5% of the internet use for learning purposes is for online videos, learning
videos, and video tutorials. Seeing such trends, digitizing schools is a must,
especially in facing new challenges and civilizations, namely the 21st century,
the 4.0 era and towards 5.0 and learning, referred to as new learning, has the
characteristics of student-centered, multimedia, collaborative work,
information exchange, critical thinking and informed decision-making (Putro, 2013).
One of the digital school programs launched by the
Ministry of Education and Culture is the existence of an educational platform
called the independent platform (Ritonga et al., 2022). An educational platform has three main functions:
helping teachers to teach, learn, and work (Susilowati, 2022). The independent teaching platform is expected to
assist and guide educational units in implementing the Independent Curriculum.
The Independent Curriculum approach is different from
the previous curriculum, namely with stages. However, the approach is simpler
this time by learning directly on the Merdeka Teaching Platform. With a more
IT-based approach, this platform aims to make it easier for teachers to teach
according to students' abilities, provide training to improve competence and
work to inspire their colleagues.
SMA Negeri 1 Sukabumi launched a digital school
program in 2013; this is stated in the formulation of the school's vision and
mission for digital school since 2013. However, until now, the achievements of
the digital school program have yet to be realized properly. Therefore, this
research reveals the developments and constraints in the implementation of
digital schools in SMA Negeri 1 Kota Sukabumi both in terms of program
planning, implementation, and evaluation.
METHODS
This research
method is qualitative descriptive research, namely an approach to explore and
understand the meaning of individuals or groups related to social problems that
can be used to interpret, explore, or gain a deeper understanding of certain
aspects of beliefs, attitudes, or human behavior (Wijaya, 2020). Qualitative methods emphasize more on observing
phenomena and examining the substance of the meaning of these phenomena.
This research was
conducted at SMA Negeri 1 Sukabumi City in November 2022. This study used
various data collection techniques, namely in-depth interviews, observation,
and documentation studies. Interviews were conducted with school principals,
vice principals of curriculum, deputy heads of public relations, vice heads of
facilities, vice heads of student affairs, and IT coordinators. Meanwhile, the
documentation study analyzes school documents in the form of school
vision-mission-goals, school programs, and school operational curricula.
Observations were made directly in the field by observing real conditions
related to digital school at SMA Negeri 1 Sukabumi. While the questionnaire was
distributed to students using the Google form, and the answers of 293 students
from grades 10, 11 and 12 were collected. These collection techniques were used
to obtain information that mutually supports and complements research data. The
data collected includes field notes, pictures, documents, reports, Google form
results and interview data.
The data that has
been collected is then analyzed. Data analysis includes grouping data, cleaning
data, transforming data, and creating data models to find important
information. Data analysis was carried out inductively, from a specific to a
general theme. The researcher interpreted the data and made conclusions.
RESULTS AND DISCUSSION
From the research that has been done, the following results were
obtained:
Table 1. Research Results
|
Program
Step
|
Research
result
|
|
Planning
|
- The School Has a Vision That Leads to A Digital School
- Schools Have Missions and Goals Listing Digital Schools
- The School Does Not Have a Grand Design Regarding the Digital
School Program
- The School Does Not Have a Comprehensive Digital School Program.
- Schools Do Not Have SOPs Regarding Implementation of Digital
Schools
- The School Has Established an IT Coordinator
|
|
Implementation
|
- Schools Use 4 Kinds of LMS Applications in Student Learning
- The School Has Complete E-Modules for All Subjects Created by
Teachers
- Schools Organize Digital-Based Learning Still Partial
- The School Develops Several Applications for Student Discipline
- Teachers Still Have Inadequate
Motivation and Competence in Implementing Digital-Based Learning
- Schools Do Not Have Adequate Facilities
and Infrastructure for Massive Digital School Implementation
- The Attendance System for Teachers and Employees Has Been
Digitized
- The teacher Activity and Performance
Reporting System Has Been Digitized
- Schools Have Not Implemented Information
Systems That Connect Between Schools, Students and Parents.
- The school has 6 ICT teachers, all of
whom are P3K ASNs
|
|
Evaluation
|
- The principal conducts internal Evaluation
- The role of school supervisors in the supervisory and coaching
functions still needs to be improved.
- The Role of School Committees in Assisting the Implementation of
the Program is Still Inadequate
|
From a survey of 293 students,
almost all students had gadgets, namely around 99.7%, which they
used for learning during 1-3 hours per day. Therefore, the learning facilities
that students have are sufficient to take part in learning using gadgets,
with the hope that school students will provide adequate internet access in
each classroom. Then to see students' tendency to respond to IT-based learning,
as much as 15.4% of students said they were very happy, 41.3% were happy, 40.3
were quite happy, and 3% said they were not happy. This becomes the carrying
capacity that students' motivation in learning using IT-based learning is quite
high. Meanwhile, teachers' activeness in using it in learning must be
increased, as the survey data stated that as many as 15.4% of teachers always
use it, 42.7% often use it, 40.3% rarely use it, and 1.6% never use it in
learning.
a. Planning
Based on the results of interviews and documentation studies,
digital-based school planning at SMA Negeri 1 Sukabumi City started in 2013 and
has become the ideals outlined in the school's vision, mission, and goals. Including
digital school in the school's vision, mission and goals are a foundation
for schools to establish the digital school as a priority program. The
school's vision and mission should not only be used as wall hangings or just
administrative needs but also must be understood by all school stakeholders so
that every program made must still refer to the vision and mission that has
been mutually agreed upon.
This change in vision and mission
since 2013 has been carried out twice, but the school community continues to
aspire to make their school a digital-based school. To support the school's
vision-mission goals in terms of digital school programs, an IT coordinator was
formed. However, the IT coordinator has limitations in moving a school the size
of SMAN 1 Sukabumi. The IT coordinator is only assisted initially by one staff
member who is an ICT teacher. In the 2022/2023 school year, SMA 1 Sukabumi
received the assistance of 6 IT teaching staff with P3K status. This is a human
resource force expected to realize this digital school program.
From the results of the
researcher's observations, the school still needs to have a grand design about
what the digital school program at SMAN 1 Sukabumi will look like, both from a
short-term and long-term program perspective. In the short-term program, the digital
school program is limited to partial services for each program sector,
including administration, curriculum, student affairs, public relations,
facilities, and finance. So that in preparing the work plan and budgeting, it
does not specifically budget for building this digital school. Another thing,
according to the researchers' observations, the IT team, which has just
received additional personnel, still needs to have Standard Operating
Procedures (POS) and a clear division of tasks.
b.
Implementation
Along with the needs and
challenges of the times, preparations for a digital school have been carried
out by SMAN 1 Sukabumi. Even though program planning is still partial, this has
become a strength for schools so that the school community understands the nature
of digital-based schools little by little, especially after the Covid-19
pandemic forced teachers and students to build leaps in mastering technology
for learning.
New ideas emerged from each field
to digitize each program as if showing the great importance of the need for grand
design digital school, which must be mutually agreed upon at the
beginning of the new school year. Step by step, according to the school's ability,
it is hoped that this program can be implemented properly. According to the
observations of both researchers, from observations and interviews, the
programs that have been implemented related to digital schools are as follows;
1.
Learning
management system (LMS)
Four LMS have been and are still being used in school learning,
consisting of quipperschool premium, Google Class Room (GCR), LMS
version of SMA 1 Sukabumi and LMS from the independent learning educational
platform. Quipperschool as an online education service provider has
collaborated with SMAN 1 Sukabumi since 2015, which is now a paid education
platform that provides learning content ranging from learning videos,
materials, questions, quizzes, and templates for teachers to create their
content. Google Class Room (GCR), which is a collaboration between Google and
the Ministry of Education and Culture, provides unlimited drive storage service
facilities for teachers and students with study accounts. Id. Meanwhile, the IT
team at SMAN 1 Sukabumi developed its own LMS intending to unite all the
interests of digitizing all components in the school. With so many LMS being
introduced and implemented in schools, learning tends to leave the LMS and
instead return to traditional learning. Only a few people use the LMS facility,
and even then, they use a different LMS.
- Android Based Exam
Long before the Covid-19 pandemic,
starting in 2017, SMA 1 Sukabumi had started to pass paper-based exams, both
daily tests, UTS, PAS, PAT, and US/USBN. As reported by https://radarsukabumi.com/education/pelajar-smansa-ujian-
wear-android/, SMA 1 Sukabumi became the first school in the city of Sukabumi
to hold an Android-based USBN (Sukabumi, 2018).
- Use of the E-Report Application
Since the 2013 curriculum was rolled
out, the change from written report cards to e-report cards has been
implemented at SMA 1 Sukabumi, even though there is no e-report card from the
Ministry of Education and Culture yet, SMAN 1 Sukabumi has made its own
application.
- ASN Attendance System and Daily Activity Reporting.
Before KMOB from West Java
province, SMAN 1 Sukabumi had already used fingerprints to take
attendance. However, after changing employment status, attendance, and daily
activity reporting, use the KMOB and TRK applications from West Java Province,
where each ASN employee is required to check in with a selfie at 7.30, and be
absent from home at 16.00. Meanwhile, for performance accountability, each
employee must input activities carried out daily in the TRK application.
- E-book creation
Since 2017, SMA 1 Sukabumi has
started using e-modules called e-UKBM (Independent Learning Activity Units) because
of schools implementing a semester credit system (SKS). The UKBM that has been
made has completed six semesters for each subject. According to the results of
a survey conducted on 293 students, 85% of teachers at SMAN 1 Sukabumi actively
use this e-UKBM in learning.
- Making Youtube Learning Media
When the covid pandemic hit,
schools thought hard about providing educational services to their students so
they would stay energized and could study anytime and anywhere (Pitaloka & Nandani, 2021). So almost all teachers have a YouTube account and make their
learning videos.
- Wifi access
Wifi access is still inadequate
for learning; not all classrooms have adequate wifi and internet access; this
is following the results of a survey of 293 students, which said that 52.9% of
respondents said there was no wifi network in class or around them.
- Digital Library
Apart from serving the
conventional library for students, SMAN 1 Sukabumi also serves it digitally, in
collaboration with Gramedia online and the national library.
-
Silanggar
(Student Violation Application System)
The
school's IT team will make a new application, and every student who violates it
will be recorded through this application. It can be reported to the homeroom
teacher, BK teacher or anyone interested.
- Sipitung (Osis Selection Calculation System)
A new application was made by the
school's IT team, using the application to calculate the vote in the osis and
MPK elections and the presidential and DPR elections.
- Website
The Swan 1 Sukabumi website as the
face of a school in cyberspace has existed since 2010
- Social Media
As is the current trend, the most
effective way to convey information to the public, students, teachers, parents
and people with interest is more effectively with social media (Pribadi, 2020). All social media, such as YouTube, wa, telegram, IG,
Facebook, TikTok, etc., have officials for all Sman 1 Sukabumi social media,
which are managed by public relations.
- Finance report
Financial
reporting from state finances has been done digitally with an application
provided by the Ministry of Education and Culture. As explained above, all the
programs that have been implemented are separate, not yet a unified whole.
Sometimes these programs appear without planning at the beginning of the year
but arise because of the needs in the field in both intra-curricular,
co-curricular and extra-curricular learning. Funding for this digital school
program is increasingly more work because, with limited budgetary funds
from BOS and BOPD, whose operational and technical guidelines are clear, they
will not be able to cover the needs of this digital school program.
Meanwhile, contributions from the community are no longer permitted. They are
not carried out by schools either by the school directly or by the school
committee. In addition, programs that only budget for the implementation of
their activities, while pre, post, IT personnel and infrastructure needs are
not budgeted for.
c.
Evaluation
and follow-up.
Evaluation of the digital school program should be carried
out at least once in one semester. However, because the programs are separate,
this evaluation is also separate in each program. The Evaluation is also
limited to the Evaluation of that program, not the overall target of the digital
school program. So, the deficiencies continued to recur even in the
following year and there needed to be a follow-up.
d.
Research
problem findings
Judging from the planning, implementation and Evaluation carried
out by the school on this digital school program, a crucial problem was
found why, in more than eight years, the progress was still stagnant. This was
revealed because the school still needs to have a clear grand design regarding
the digital school concept to be developed. Second, all school
stakeholders still need an understanding of the importance of this digital
school. Third, there is no comprehensive team that involves all
school stakeholder representatives, not only the IT team but involves
supervisors, school committees, school principals, and school management ranks,
who can realize the dream of a digital school at SMA 1 Sukabumi. Fourth,
the IT team needs a clear SOP and division of work tasks.
e.
Problem
Solution
1)
Created a
solid team consisting of the Principal, IT Coordinator, and IT Team, 4 Wakasek,
Head of the library and head of the lab, IT-savvy administrative
representatives, School Committee and school
Supervisor
2)
SOP and Job
Description made. That this program is a school program, and the full
responsibility is the headmaster, who mobilizes, motivates the entire school community,
and monitors and evaluates the sustainability of the program; supervisors
provide direction and consideration, the school committee provides input on
ideas and finds solutions in funding, other teams move according to the
division of work tasks respectively.
3)
Make a grand
design for the next five years regarding digital school programs.
4)
Preparation
of short- and medium-term programs and possible financing needs may be carried
out.
CONCLUSION
From the results of the research that has been
carried out, the following conclusions are obtained: 1) The school has planned
a digital school program, with the formulation of the vision, mission and goals
of the school that leads to the development of digital-based schools. However,
there must be a clear grand design for both short-term and long-term programs.
2) Schools run programs for digital-based schools, with various programs
attached to programs in each field, including administration, finance, curriculum,
student affairs, facilities and public relations. 3) Schools evaluate programs
internally, but the school supervisors and committees need to be improved
externally. 4) This research has several problem findings to be followed up in
developing digital schools. 5) Researchers provide solutions to problems
arising from this study's results.
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