In West Java, digitalization in education has progressed rapidly to date. However, are all decisions made based on data truly accurate? Meanwhile, high-quality facts and information are key to ensuring that education policies are not mere speculation, but actually achieve their goal of promoting intelligence.
Of the various transformations of education in West Java in particular, it has now entered an increasingly real phase. Like the school digitalization program, the application of online learning applications, and the use of performance dashboards, which are clear evidence that technology is no longer just to complement, but has also been integrated with the educational process. However, behind the euphoria of digitalization, of course there are still some fundamental questions that need to be pondered. As such, "Is the data and information used in decision-making really accurate, relevant, and useful?". According to the author, such questions are very crucial, because the quality of an educational decision has a decisive relevance to the quality of the underlying information.
On the other hand, the presence of the Education Management Information System (SIMDIK) also plays an important instrument in answering these problems. SIMDIK is not only known as a number recording application or administrative report, but also an intermediary that connects the reality of the field with policy needs. In essence, SIMDIK also processes facts into data, data into information, and so does information become the basis for appropriate and appropriate decision-making.
The starting point of the entire information chain is in the fakra. Because the fact itself is, an objective reality that can be observed, without interpretation. And in the world of education itself, facts can be in the form of the number of students attending, classroom conditions, or the achievement of exam scores. Through valid and verifiable facts, it is very decisive, because if the facts used, and obtained are wrong, then the entire policy will be shaken and even lose direction. For example, student attendance reports that do not match reality, can make the discipline improvement program mistargeted. Therefore, an evidence-based work culture, in this case, can also be the main foundation for credible education governance.
From the facts collected and obtained, it is then compiled into data. As for the data itself, it is a representation of facts in the form of symbols, numbers, text, or images. However, the stand-alone data is still raw. Data that can be meaningful, when it is processed further and deeply.
Unfortunately, there are still many schools, data becomes a formality in administrative obligations. Teachers and school operators generally still often only fill out the report format without looking behind the analysis potential. In fact, as student attendance data, if managed properly and appropriately, can provide valuable information about patterns of discipline, health, or even parental involvement in education. Thus, valid, consistent and relevant data is the main fuel for educational innovation, especially in West Java.
When a valid data is processed systematically, accurate information is born. Information itself means data that is given context, meaning, and value. With an information, it will be very possible for policymakers to easily understand not only what is happening, but also why this and that is happening. As in educational practice, with appropriate information, it can help school principals develop learning strategies, teachers adjust teaching methods, and education offices design more appropriate and appropriate policies. For example, the analysis of student scores can show the effectiveness of a learning method. And with this information, of course a teacher can improve his teaching approach so that the learning outcomes of his students develop and improve.
In the context of education in West Java, the presence of quality information will strengthen the accountability of education in schools, including increasing management efficiency, and encouraging the creation of better and advanced quality of education. Various digitalization programs by local governments have actually been initiated, such as the use of Dapodik (Basic Education Data), the West Java Digital School application, and the integration of data based on dashboard monitoring. All such initiatives will be more meaningful if they are managed with full awareness that facts, data, and information are ecosystems that have a very strong connection. This means that if this chain is broken, educational decisions will tend to be speculative and can risk harm to students.
In the end, quality education is basically not born from speculative decisions, but one of them can be reviewed from a policy based on information that is truly valid and appropriate. Because facts are the foundation, data is the representation, information gives meaning, and thus, the quality of information will determine the direction of policy. Therefore, if this chain is well maintained, education, especially in West Java, can be an example in building education based on transparency, accountability, and much higher quality.
Likewise, digital transformation will only be meaningful and meaningful if it is accompanied by a transformation of work culture. A culture that is from just recording data, to information management that aims to educate. With this, West Java can show Indonesia that its education policy is the best, namely as a policy that moves from facts and quality information.
