Characteristics, Components, and Structure of SIMDIK for Evidence-Based Educational Governance

Characteristics, Components, and Structure of SIMDIK for Evidence-Based Educational Governance

By: Ayu Intan Fatimah,

Class 3.D MPI Graduate Program, UIN Sunan Gunung Djati Bandung

Introduction

Schools and madrasahs now generate large amounts of educational data, yet much of it remains only as administrative records. Integrated information systems such as SIMDIK are believed to be capable of processing this data into meaningful information for transparent, accountable, and fair policymaking. However, limited infrastructure, insufficient operator training, and system integration issues remain significant challenges (Rusdiana, 2019). This paper explains how the characteristics, components, and structure of SIMDIK support evidence-based planning, implementation, and evaluation of educational policies.

Data as a Strategic Resource

In evidence-based educational management, data is no longer just a formal record. It serves as the raw material for crafting well-targeted policies. SIMDIK acts as an instrument that transforms raw data into strategic information. Without an integrated system, school records such as attendance, grades, and finances remain as meaningless numbers.

Key Features of SIMDIK

SIMDIK links all educational data, students, teachers, finances, and infrastructure, within a single integrated system (Rusdiana, 2019). It processes data into information to support policy planning, implementation, and evaluation. To be effective, SIMDIK must be accurate, timely, flexible, adaptive, and ensure the security of personal data (Muzaki, 2022).

Core Components of SIMDIK

For SIMDIK to function optimally, several interdependent pillars are needed. Hardware such as computers, servers, and networks form its physical foundation. Applications or software like Dapodik, SIMPATIKA, and online PPDB handle data processing. Information on students, teachers, infrastructure, and finances is stored in a database as its primary source. Human operators, teachers, administrators, and principals, run the system in line with established procedures. Internet connectivity links data to relevant stakeholders (Rusdiana, 2019; BPS, 2024). Common obstacles include limited facilities, inadequate training, and difficulties in integrating multiple applications.

SIMDIK Workflow and Responsibilities

The flow of data and division of responsibilities within SIMDIK are organized hierarchically. At the base level, daily data such as attendance, grades, and finances are collected by school staff. At the next level, this information is processed into concise reports. At the strategic level, educational leaders use these reports to design long-term plans and evaluate policies. The use of national digital platforms illustrates how this model works: systematically presented data enables decision-makers to craft policies more quickly, precisely, and transparently (Fatoni, 2023; DetikEdu, 2024).

A New Direction for Educational Governance

SIMDIK is not merely a record-keeping tool but a vehicle for transforming educational governance. With its clear features, comprehensive supporting pillars, and structured workflow, schools and madrasahs can maximize data use, turning it into strategic information that underpins transparent, accountable, and fair policies.

References

Rusdiana, H.A. (2019). Educational Management Information Systems: Concepts, Principles, and Applications. Bandung: Research and Publishing Center, UIN SGD Bandung.

Badan Pusat Statistik. (2024). Educational Statistics 2024. Jakarta: BPS.

Portal Data Kemendikbud. (2024). School Data. Retrieved from https://data.kemendikdasmen.go.id

Fatoni, A. (2023). The Role of SIMDIK in Improving Educational Services. Jurnal Pendas.

Muzaki, M. (2022). Implementation of Educational Management Information Systems. SAJIEM.

DetikEdu. (2024). Digital Transformation of Indonesian Education: 4.3 Million Users Help 80% of Principals' Programs.

Link to Material:

Short CV: Ayu Intan Fatimah. Born in Bandung on October 17, 2000, she is the youngest child of Mr. Bashori and Mrs. Alfiyah.

Residential Address: Cipageran Asri Complex, Block GK No. 18B, Cipageran, North Cimahi, Cimahi City, West Java 40511, Mobile: 085861395416.

Email: ayuintanfatimah@gmail.com . Education: Angkasa 3 Elementary School, Bandung, graduated in 2012; Angkasa Junior High School, Bandung, graduated in 2015; Tebuireng Senior High School, Jombang, graduated in 2018; Undergraduate studies at UIN Sunan Ampel Surabaya, majoring in Islamic Education, graduated in 2022, and Master's studies at UIN Sunan Gunung Djati Bandung, majoring in MPI, while working at a Zakat Institution in Bandung. Passed the UIN entrance exam through the Independent Admission Route. Motivation for entering UIN SGD in the MPI program: To pursue knowledge, deepen understanding and skills in the field of MPI, and also to make my parents proud.