Building the Characteristics and Structure of SIMDIK to Improve the Quality of Education

Fauzia Irfieh / Postgraduate Student Class Reg. III-D UIN Sunan Gunung Djati Bandung

Introduction

The development of information and communication technology (ICT) in the last two decades has had a major impact on various aspects of life, including the world of education. The current phenomenon shows that schools and madrasahs are required to be able to manage data and information quickly, accurately, and integrated. The assumption is that the digitalisation of education demands the presence of the Education Management Information System (SIMDIK) as the main tool to support the planning, management, supervision, and evaluation of education programs.

However, behind this progress there is still a real gap. There is a GAP/problem in that many educational institutions face problems such as unsynchronised data between sections, slow reporting processes, weak coordination, and limited infrastructure that leads to reduced accountability. This condition creates a gap between the ideal education management needs and the reality of SIMDIK implementation in the field.

Based on these phenomena and problems, this paper aims to describe the characteristics, components, structure and approach of the Education Management Information System. With this explanation, it is hoped that SIMDIK can be understood as a strategic instrument to improve education quality, strengthen accountability and prepare educational institutions to face the challenges of the digital era.

 

Characteristics & Role of SIM

A Management Information System (MIS) is a system designed to provide accurate, relevant and timely information for decision-making within an organisation. In the context of education, SIM is an important tool that helps schools or madrasahs to run more effective management processes.

The main characteristics of SIM include:

• It works on structured tasks, with clear procedures and pre-defined rules.
• Improving organisational efficiency, i.e. being able to reduce operational costs through the use of information technology.
• Provide useful reports for managers, so as to assist decision-making even though the final decision is still determined by humans.
• Acts as a management warning system, signalling early opportunities and threats.

The role of SIM in organisations includes automating routine tasks, linking planning with control, coordinating various subsystems, and integrating information resources to make managerial processes more purposeful. With these characteristics and roles, SIM is able to support schools in creating a more transparent, accountable and data-driven learning process.

Components of SIM

A SIM consists of various components that are interconnected to form a comprehensive system. These components can be categorised into four major parts.

1. Functional Component. This component is directly related to the process of collecting, processing, storing, and presenting information. These include administrative systems, management reporting systems, database systems, information retrieval systems, and data management.

2. Building Blocks Component. Consists of inputs, models, outputs, technology, hardware, software, databases, and controls. All these parts complement each other and allow incoming data to be processed into information that is ready for use.

3. Physical Components. In the form of hardware (computers, servers, networks), software (management applications), operational procedures, and human resources such as analysts, programmers, system operators, and users.

4. Information Quality Components. Includes the root, bar, branch, stick, bud, and leaf of information. The six of them show the stages for information to be truly valid, reliable, accurate, and useful.

With these four components, SIM can be understood not just as a technological tool, but as an ecosystem that combines human resources, hardware, software, and information control mechanisms.

SIM structure

The SIM structure explains how the information system is structured and organised to function optimally. In general, the SIM structure can be studied from the following four dimensions:

1. Formal and Non-formal Structure. Formal structures operate according to organisational norms and rules, while non-formal structures work through unofficial channels that still influence decision-making.

2. Structure Based on Management Activities. A SIM supports three main management activities, namely operational control, management control, and strategic planning. Operational control ensures daily work efficiency, management control focuses on performance control and resource allocation, while strategic planning directs long-term policies.

3. Structure Based on Organisational Functions. The SIM is divided into subsystems according to organisational functions: marketing, production, logistics, personnel, finance, information technology, and top management.

4. Conceptual and Physical Structure. The conceptual structure emphasises information subsystems and integration between sections, while the physical structure focuses on databases, applications, and the use of integrated modules.

This structure shows that SIM is not just a technical system, but also reflects the way an organisation manages and integrates various functions to achieve educational goals.

SIM Structure Approach

To understand further, SIM can be viewed through several approaches:

1. The Operating Elements Approach. Includes inputs, processes, outputs, and databases which are the basic cycle in any information system.

2. Decision Support Approach. SIMs assist in two types of decisions: structured (routine, repetitive) and unstructured (new, complex). At the education level, structured decisions can be in the form of academic schedules, while unstructured decisions can be related to learning innovation policies.

3. Management Activity Approach. Supports operational control, management control, and strategic planning that are interconnected with each other.

4. Organisational Function Approach. Covers the subsystems of sales, production, logistics, personnel, finance, IT, and top management. In the context of education, this can be applied to the subsystems of academics, school finance, staffing, and parent relations.

These approaches confirm that SIM is a flexible framework that can be adapted to the needs of the organisation.

Closing

The Education Management Information System (SIMDIK) is a strategic instrument that not only functions as a data processing technology, but also as a key pillar in improving the quality of education management. Its characteristics allow the data management process to be more structured, efficient and accurate. Its components bring together human resources, hardware, software and reliable information quality. Its structure provides a formal and informal framework that integrates various organisational functions. Its approach supports decision-making, planning and control at various levels of management.

By optimising SIMDIK, schools and madrasahs can strengthen accountability, transparency and the quality of education services. Ultimately, effective implementation of SIMDIK will make educational institutions more adaptive to the challenges of the digital era, as well as being able to improve the quality of education in a sustainable manner.

This paper is extracted from the Teaching Module of the Part III Education Management Information System Course, Lecturer Prof.Dr.A.Rusdiana, M.M.