The Role of Education Institutional Management Information Systems in the 5.0 Era
Ikfina Nurul Izzah / 2249100011 / Postgraduate Student S2, Class Reg. III-A, UIN Sunan Gunung Djati Bandung
In the digital era, educational institutions are required to be more adaptive to the rapid development of information technology. The current phenomenon shows that educational data management is still often trapped in manual methods that are time-consuming and prone to errors. Meanwhile, the demand for fast, accurate, and integrated information is growing, especially to support strategic decision-making. The underlying assumption is that the better the information management, the more effective the managerial processes within educational institutions. However, in reality, there are still gaps in terms of limited understanding, infrastructure, and policy consistency. The purpose of this paper is to present a comprehensive overview of the basic concepts, development, design, and implementation of the Education Management Information System (SIMP/EMIS) within the Ministry of Religious Affairs of the Republic of Indonesia.
First, the Management Information System (MIS) has existed since the 1960s with the primary function of transforming data into information to support decision-making. In the context of educational institutions, MIS covers aspects of development, representation, and application. A concrete example is the Education Management Information System (EMIS) utilized by the Ministry of Religious Affairs to manage Islamic education data in Indonesia. MIS also supports organizational managerial processes, ranging from goal-setting, strategic planning, to evaluation, thereby producing information that is more accurate, fast, and effective. Policy support is also in place, for instance, through Ministerial Regulation No. 43 of 2016 concerning Education and Training Management Information Systems within the Ministry of Religious Affairs.
Second, the implementation of MIS is not only about concepts but also about the development of practical applications. Various models have already been applied, such as SISKO, SIMDIK, and MySister, which facilitate administration, finance, attendance, curriculum, and the management of both student and teacher data. Nevertheless, the challenges faced are not minor: ranging from curriculum strategy, globalization, technological investment, to creating a safe and globally relevant school climate. Therefore, the primary objective of building MIS within the Ministry is to integrate data across platforms, strengthen coordination, improve processing capacity, and provide easier access to information at all levels of education.
Third, the design of MIS essentially targets three important aspects. First, SIMP for students and graduates, which records admission data, number of study groups, and alumni to support decisions at both school and district levels. Second, SIMP for teachers and education staff, which collects data on status, education, age, gender, subject expertise, and career development, whether manually or online. Third, SIMP for educational costs and budgeting, which includes planning, management, reporting, and follow-up of budgets at central, regional, and committee levels. All of these stages are monitored to ensure transparency and institutional relevance.
Fourth, EMIS represents the integration of human and technological resources to manage Islamic education data more professionally. This system provides accurate information that is useful for policymaking, planning, and budgeting. EMIS resources include human capital, software, procedures, and distribution mechanisms that support strategic decision-making. The Ministry of Religious Affairs continues to develop SIMP/EMIS to collect, process, and present educational data in both tabular and graphical forms, making it useful for continuous evaluation.
The existence of SIMP/EMIS has become one of the major breakthroughs in educational data management. With the right support from policies, technology, and system design, this system has the potential to significantly improve effectiveness, efficiency, and the quality of decision-making. The challenges are indeed considerable, but the opportunities are much greater: better planning, more accurate evaluation, and stronger coordination in Islamic educational institutions.
This paper is adapted from the teaching module of the Education Management Information System course Part 4, Lecturer: Prof. Dr. A. Rusdiana, M.M.