Facts, Data and Information : The Foundation of Quality Education in the Digital Era

Fauzia Irfieh / Postgraduate Student, Regular Class III-D, UIN Sunan Gunung Djati Bandung

Bandung -- In today's fast-paced digital era, the world of education is not only required to produce excellent graduates but also to manage information effectively. Facts, data, information, and information quality serve as crucial pillars that determine policy direction and the success of school management. Without mastery of these four aspects, decision-making will tend to be weak and even risk taking the wrong steps.

The Department of Education emphasizes that understanding the Basic Insights of Information Systems is not merely theoretical but a real necessity. A good information system will ensure that every fact is collected, every data is managed, every piece of information is meaningful, and every decision is based on reliable information quality. Through strengthening this insight, education is expected to become more transparent, accountable, and responsive to the challenges of the times.

The world of education is currently at a major crossroads. On one hand, the challenges of the digital era demand rapid change. On the other hand, the education system must remain grounded in the principles of transparency, accountability, and quality. Amidst this dynamic, the Basic Insights of Information Systems serve as an essential foundation for both schools and education offices.

The four main pillars that deserve attention are facts, data, information, and information quality. Although simple, these four elements are the solid foundation of managing modern education. Without mastering these aspects, schools will struggle to create accurate and sustainable policies.

Facts: Realities That Cannot Be Ignored

Facts are objective realities that can be verified for their truth. They are empirical, tangible, and independent of subjective opinions. In science, a simple fact such as "water flows from high places to low places" can give rise to the law of gravity. In education, facts such as the number of classrooms, the condition of facilities, or teacher attendance rates form the foundation of policy.

"Facts never lie. It is from facts that we learn to design plans that align with reality," emphasized a school supervisor in Bandung Regency.

Facts are the starting point of knowledge. Facts collected through systematic observation can give birth to concepts, principles, and even theories. Without facts, decisions will tend to be speculative. That is why schools need to prioritize gathering valid facts before formulating programs, whether for improving the quality of learning or managing resources.

Data: From Raw Records to Valuable Assets

If facts are reality, data are the representations of that reality. Data can take the form of numbers, text, images, symbols, or sounds. Though seemingly simple, data are highly valuable raw materials.

Every day, schools generate various types of data: student attendance lists, exam scores, financial reports, and inventory records. All of these are still raw records that need to be processed. Accurate data will help school management make the right policies; inaccurate data, on the other hand, can be dangerous.

"Data is a treasure trove. The question is, have we managed it properly or is it still scattered in piles of paper?" stated the Head of Planning at the Education Office.

Data is divided into two types: internal data (for example, number of teachers, finances, facilities) and external data (such as the number of school-age children or trends in community needs). Data can also be quantitative (numbers) or qualitative (descriptions). For example, the number of 5th grade students is quantitative data, while the results of a learning satisfaction interview are qualitative data.

Information: From Data to Meaning that Guides

Information is the result of processing data so that it carries meaning. While data are only raw records, information provides direction and significance. Information functions to reduce uncertainty, broaden insight, and support smarter decision-making.

A simple example: student attendance data processed into an absence percentage can provide information on discipline levels. Or, exam scores compiled together can yield information on student achievement trends.

"Information is like a compass. Without the right information, we can lose our way," said a senior teacher at a public elementary school.

In educational organizations, information is a strategic asset. Accurate and relevant information can improve services, strengthen planning, and build public trust. However, incorrect or delayed information can instead cause harm.

Information Quality: Determining Value and Reliability

Not all information holds the same value. The quality of information is determined by its content, timing, and form. Information must be accurate, relevant, complete, clear, and timely in order to be useful.

In schools, the quality of information is reflected in transparent academic reports, integrated attendance systems, or open financial reports. Characteristics of quality information include accessibility, flexibility, clarity, and verifiability.

"Quality information not only increases knowledge but also reduces the risk of failure. With it, educational governance becomes more accountable," explained the Head of the Bandung City Education Office.

The value of information is also determined by comparing benefits with costs. Information that brings great benefit, even if expensive, still holds high value. On the contrary, cheap but useless information only wastes time.

Challenges in Managing Educational Information Systems

Although these concepts sound ideal, reality in the field is not always smooth. Many schools face major challenges in managing information systems: limited technological infrastructure, lack of teacher training, and low awareness of the importance of data management.

"There are still schools storing important data only in notebooks or personal files. This risks being lost or damaged," revealed a staff member of the Education Office.

In addition, weak collaboration between divisions often causes data to remain unintegrated. As a result, financial, academic, and administrative reports run separately. In fact, a good information system requires integration so that information can complement each other.

Looking Ahead to the Future of Digital Education

The four pillars---facts, data, information, and information quality---form a complete chain that complements one another. Facts provide an empirical foundation, data represent them, information gives meaning, and information quality ensures reliability.

In the digital era, the ability to manage information is not just an option but an urgent necessity. Schools that can utilize information systems will be better prepared to face curriculum changes, digital-based evaluations, and 21st-century competency demands.

"In the future, education will not be sufficient by relying only on textbooks. Data and information will be the main fuel driving the education system," emphasized the Head of the Education Office.

With a deep understanding of the Basic Insights of Information Systems, schools are expected to build governance that is more transparent, accountable, and adaptive. This is a concrete step toward quality education that not only addresses today's needs but also prepares future generations.

Conclusion

The four main pillars---facts, data, information, and information quality---are inseparable foundations in building an educational information system. Facts provide an objective empirical basis, data represent raw reality, information transforms data into meaningful knowledge, while information quality ensures reliability and usefulness for decision-makers.

In practice, managing educational information systems does face challenges, ranging from limited infrastructure and lack of integration between divisions to low levels of digital literacy. However, with proper understanding and collective commitment, these obstacles can be overcome.

Awareness of managing facts, data, and information wisely will lead education toward more transparent, accountable, and responsive governance. Thus, information systems will not merely serve as administrative tools but as drivers of educational quality improvement.

Education grounded in quality information systems will not only be able to meet current needs but also prepare future generations to face the complexities of the world.

This article is summarized from the Teaching Module of the Management Information Systems course by Prof. Dr. A. Rusdiana, M.M.