By: Ayi M. Sirojudin (Postgraduate Student at UIN Sunan Gunung Djati Bandung, MPI-3D Study Programme)
In digital era, almost all human activities depend on the rapid flow of data and information. The world of education is no exception. From new student admission systems, attendance, to school financial management, information technology has become an important part that supports the smooth running of services. This phenomenon is clearly visible in many schools and madrasahs that have started using web-based applications. For example, according to a 2023 report by the Indonesian Ministry of Religious Affairs, more than 85% of madrasahs in Indonesia are registered in the EMIS system. However, in reality, there are still madrasahs in remote areas that have difficulty filling in data on time due to limited internet access and human resources.
The general assumption is that information technology should be able to make education management faster, more accurate, and more transparent. However, there is a significant gap between the urgent need for information and the availability of systems in schools or madrasahs. The problem is not only about equipment, but also human resource competencies and institutional readiness. One example can be seen in the evaluation of SIMDIK in several vocational schools in West Java, which shows that financial data is often updated late because school operators have not been optimally trained. This is why it is important to revisit the topic of Management Information Systems (MIS) for Islamic Educational Institutions. The purpose of this article is to encourage readers to realise that MIS is not merely an administrative formality, but rather the foundation for modern, high-quality education. The following are important points that practitioners in educational institutions need to understand in relation to Management Information Systems for educational institutions.
First, the Basic Concept of MIS. MIS is a system that converts data into useful information for managers. In Islamic education, MIS is not only an administrative tool, but also a driving force in planning, supervision, and evaluation. With MIS, data on students, teachers, finances, and infrastructure can be accessed quickly. Imagine if important decisions were made without valid data; the risks would certainly be great. Therefore, MIS is there to reduce uncertainty.
Second, the development of MIS. Building MIS is not just about buying computers or applications. The goal is to create an integrated flow of information. The model can be in the form of office automation (such as e-mail, online conferences) to web-based distance learning. Some familiar applications include SISKO, SIMDIK, and MySister. However, the development of SIM faces serious challenges, such as limited funds, a lack of skilled human resources, and unequal internet access. Therefore, its development must be gradual: starting from simple transaction processing, then moving on to network databases, to more sophisticated decision support systems.
Third, SIM design. The content of SIM is not only data, but also meaningful information. There are three important areas: (1) student and graduate data to map the distribution of alumni, (2) teacher and educational staff data covering status, qualifications, and career development programmes, and (3) data on education costs and budgets from various sources. For example, several madrasahs in Garut City have begun to utilise student databases to track the success of alumni in the world of work, thereby providing more targeted curriculum evaluation material.
Fourth, EMIS (Education Management Information System). EMIS is a SIM specifically for the Ministry of Religious Affairs that applies to RA, madrasahs, Islamic boarding schools, and Islamic universities. Its purpose is clear: to provide accurate data for education policy, planning, and budgeting. EMIS involves human resources, software, and information dissemination procedures. Its implementation is carried out in stages from the district to the central level. The end result is tabulated data and educational indicator graphs. For example, EMIS 2022 successfully recorded data on more than 9 million madrasah students throughout Indonesia, which was then used as the basis for the allocation of School Operational Assistance (BOS).
If SIM and EMIS are implemented seriously, Islamic educational institutions will no longer be left behind. On the contrary, they can become pioneers in transparency, efficiency, and innovation in educational services. SIM and EMIS are the path to modernising Islamic education towards efficient, transparent, and competitive governance.
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*) This article is summarised from the Teaching Module for the Educational Management Information Systems Course Part-4, Postgraduate Programme, UIN SGD Bandung, MPI Class 3-D, Lecturer Prof. Rusdiana. https://digilib.uinsgd.ac.id/45430/
