IMPLEMENTATION OF BASIC EDUCATION DATA (DAPODIK) TO IMPROVEMENT OF INFRASTRUCTURE FACILITIES SENIOR HIGH SCHOOL (SMA) IN THE CITY OF BENGKULU

Abstract

With the issuance of the Education Metering Regulation on Basic Education Data, namely PERMENDIKBUD number 79 of 2015, Basic Education Data (DAPODIK) is no longer a source of reference in carrying out activities and decision making related to educational entities being recorded, but in accordance with Article 8 paragraph (2 Permendikbud Number 79 of 2015 is precisely the result of data collection through Basic Education Data (DAPODIK) which is the only reference in the implementation of activities, studies and decision making related to the educational entities being recorded.

With the appointment of Dapodik as the only reference in carrying out activities, studies and decision-making related to the educational entities being recorded, in the future schools must really input data in real and complete terms.

Dapodik is an integrated national scale data collection system, and is the main data source for national education, which is part of the national education planning program in realizing Smart and Competitive Indonesians. Because without careful educational planning, all programs formed from this plan will be far from the expected goals. There are still many schools that have filled in data in real terms but are not complete. This paper discusses the implementation of the functions of the Basic Education Data (Dapodik) for the improvement of facilities and infrastructure for high school level in Bengkulu City using the implementation theory of George C. Edwards III (1980) which includes aspects of communication, resources, disposition and bureaucratic structure. This study uses a qualitative research approach. The results showed that the Dapodik application was well known and executed by the education unit at the school level well even though there were still deficiencies. From the aspect of communication, the socialization for Dapodik activities is not yet comprehensive. Furthermore, the facilities and infrastructure aspects are sufficient even though there is no specific funding allocation for the implementation of socialization, evaluation and monitoring of the Dapodik Program. Furthermore, from the disposition aspect, there is no special Dapodik Team in the Education and Culture Office but the main duties and functions of dapodik which are attached to the routine duties of the managing staff have been carried out with full responsibility.