Kurniasih Kurniasih, Lely Endah Rini, Eriza Syahputra, Sumitro Sumitro

Evaluasi Kebijakan Merdeka Belajar dari Perspektif Manajemen Pendidikan: Analisis Sistem Pemerintahan Terpadu

Introduction

Evaluasi kebijakan merdeka belajar dari perspektif manajemen pendidikan: analisis sistem pemerintahan terpadu. Evaluasi Kebijakan Merdeka Belajar dari perspektif manajemen pendidikan dalam sistem pemerintahan terpadu. Analisis tantangan koordinasi dan urgensi SPBE untuk tata kelola pendidikan nasional yang efektif.

Abstract

Kebijakan Merdeka Belajar merupakan salah satu program strategis pemerintah dalam upaya meningkatkan kualitas pendidikan nasional melalui penguatan otonomi lembaga pendidikan, fleksibilitas kurikulum, dan penekanan pada capaian kompetensi peserta didik. Penelitian ini bertujuan untuk mengevaluasi implementasi kebijakan Merdeka Belajar dari perspektif manajemen pendidikan dalam kerangka sistem pemerintahan terpadu (Integrated Government System). Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur dan analisis kebijakan publik. Hasil penelitian menunjukkan bahwa kebijakan Merdeka Belajar sejalan dengan prinsip manajemen pendidikan modern yang menekankan desentralisasi, efisiensi, dan akuntabilitas. Namun, tantangan masih muncul dalam aspek koordinasi antarlembaga pemerintah, sinkronisasi regulasi, serta kesiapan sumber daya manusia dan infrastruktur digital. Implikasi hasil penelitian ini menunjukkan pentingnya integrasi sistem pemerintahan berbasis elektronik (SPBE) dalam mendukung tata kelola kebijakan pendidikan yang efektif, transparan, dan adaptif terhadap perubahan.

Review

This paper, "Evaluasi Kebijakan Merdeka Belajar dari Perspektif Manajemen Pendidikan: Analisis Sistem Pemerintahan Terpadu," presents a timely and relevant evaluation of Indonesia's strategic Merdeka Belajar policy. Adopting a qualitative approach through literature review and public policy analysis, the study seeks to assess the policy's implementation through the lens of educational management within the broader framework of an integrated government system. The research identifies a clear alignment between the Merdeka Belajar policy and modern principles of educational management, particularly those championing decentralization, efficiency, and accountability, thus affirming its theoretical underpinning. While acknowledging the policy's congruence with modern educational management principles, the abstract effectively highlights several critical implementation challenges. These include issues of inter-agency coordination, regulatory synchronization, and the readiness of both human resources and digital infrastructure. The identification of these operational gaps provides a nuanced understanding of the complexities inherent in large-scale policy implementation, demonstrating that theoretical soundness does not automatically translate into seamless execution across a complex public administration landscape. The implications drawn from this study are particularly significant, underscoring the vital role of electronic-based government systems (SPBE) in achieving effective, transparent, and adaptive educational policy governance. This emphasis on digital integration offers a clear, actionable direction for addressing the identified implementation hurdles, suggesting a systemic approach to overcoming coordination and resource challenges. Overall, this paper offers a valuable preliminary assessment, providing a robust analytical framework for policymakers and future researchers to further investigate the practicalities of integrating digital governance solutions within national educational policies.

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