DATA-BASED PLANNING AS A CATALYST FOR SUSTAINABLE EDUCATION QUALITY IN PUBLIC ELEMENTARY SCHOOLS IN CILEUNGSI SUB-DISTRICT

Abstract

The purpose of this research is to study data-driven planning as a catalyst in accelerating the improvement of sustainable education quality in primary schools by optimizing resources and creating more relevant and measurable programs. Many primary schools in remote areas lack adequate facilities, such as proper classrooms, access to technology, and limited numbers and quality of educators. This inequality leads to disparities in the quality of education received by students. Education planning that is not data-driven often results in education policies that are not well-targeted. The study used qualitative research methods. Data were collected through interviews with principals and teachers as well as observations about the planning process and program implementation in primary schools that have implemented the data-based planning model. The data was analyzed using a qualitative descriptive approach, which shows how the application of the data-based planning model impacts on the decision-making process and learning implementation. The results show that using a data-driven planning model has successfully changed the work culture in the school. The traditional and routine approach has evolved into a more reflective and evidence-based approach. After implementing this model, the school showed increased student accountability, more efficient resource management and success in achieving more measurable educational goals. The model also encourages collaboration among teachers and other stakeholders, who help work together to create programs that impact students. The role of the learning community plays a role in changing the culture of intuition to data-driven education planning. The results show that other schools can adopt this model as part of a more adaptive and data-driven strategy to improve the quality of sustainable education.