Without quality information, information systems lose their function. Incorrect, irrelevant, or late information may mislead educational managers. Therefore, management information systems must be designed with strict quality standards.
The essence of information quality is the assurance that information produced is trustworthy, relevant, complete, consistent, accessible, and timely. Information quality serves as the main indicator of the success of an information system.
Conclusion
The four concepts---facts, data, information, and information quality---form a logical chain that underpins every information system. Facts are empirical realities; data are the representations of those facts; information is data that has been processed into meaning; and information quality ensures that the information produced can truly be relied upon.
In the field of education, a proper understanding of these four concepts enables the creation of management information systems that support rational, transparent, and accountable decision-making. A comprehensive grasp of these concepts also becomes a vital foundation for developing modern information systems based on information technology in educational institutions.
Theoretical Review on Facts
From the perspective of the philosophy of science, facts are often regarded as realities independent of human subjectivity. Facts are "out there," observable and empirically verifiable. In science, facts serve as the foundation for building theories. Karl Popper, for instance, emphasized that scientific theories must be testable against facts that could potentially falsify them (falsifiability). Within information systems, facts are seen as the starting point. Without facts, there is no basis for data construction. Facts serve as the empirical truth that provides an objective reference.
In educational practice, facts are not limited to quantitative numbers but also include qualitative conditions. For example, classroom atmosphere, parental involvement, and student motivation are observable facts. Such facts are crucial for school principals in making strategic decisions, even though their documentation is often more challenging than that of quantitative facts.
Case Study: Facts in the World of Education
An elementary school in Bandung Regency recorded the fact that 70% of its students were late to school during the rainy season. This fact could not be ignored because it affected learning discipline. From this fact, the school investigated possible causes: damaged roads, limited public transportation, or parental indiscipline. The observed fact then became the basis for collecting daily attendance data. Valid facts enabled the school to design strategies such as coordinating with the village government to repair roads or providing school transportation services.
Critical Analysis of Facts
