Contextualization of the Digital Maturity Model (DMM) For Analyzing Digital Readiness for the Implementation of E-Diplomas at Vocational High Schools Under the Bojonegoro Regional Education Office

Abstract

Digital transformation in educational administration has encouraged the modernization of diploma governance through the web-based e-Ijazah system. In the context of vocational high schools (SMK) under the Bojonegoro Regional Education Office, the early phase of e-Ijazah implementation still faces challenges related to lengthy bureaucratic workflows, uneven digital capacity across schools, and constraints in infrastructure and human resources’ digital competence. This research aims to contextualize the Digital Maturity Model (DMM) as an analytical lens to map the readiness profile and implementation gaps of e-Ijazah at the school level and within operational coordination with the Regional Education Office; identify technical, structural, and cultural constraints; and develop evidence-based strategic recommendations to strengthen digital transformation in educational administrative services. The study adopted a qualitative case study design using document analysis, limited observation of diploma issuance processes, and semi-structured (open-ended) interviews with relevant stakeholders. Data are analyzed thematically and then mapped onto DMM dimensions (Strategy, Organization, Culture, People, Technology, and Customer), complemented by a contextual element of Data Governance & Compliance to capture traceability, access control, and data quality management required in official document services. The findings are expected to produce a readiness profile and gap diagnosis for e-Ijazah implementation, along with recommendations for improving standard operating procedures, strengthening coordination, and enhancing digital capabilities across schools and the Regional Education Office in Bojonegoro.