Implementation of Educational Digitalization Policy at The Junior High School Level in Paser Regency, East Kalimantan Province

Abstract

This study aims to analyze the management of educational digitalization policy at the junior high school level in Paser Regency, East Kalimantan Province, with particular focus on policy planning and implementation. The study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and document analysis involving six junior high schools representing urban, peri-urban, and 3T areas. Policy implementation was analyzed using the George C. Edwards III framework, encompassing communication, resources, disposition, and bureaucratic structure, while data were analyzed through data condensation, data display, and conclusion drawing and verification. The findings indicate that educational digitalization planning has been integrated into local government policies and school planning and supported by the provision of technological devices and digitalization programs. However, planning has not yet been fully based on systematic assessments of the specific needs and characteristics of individual schools. Policy implementation has taken place across all schools examined but varies according to regional conditions, infrastructure, teachers’ digital competencies, budget availability, school leadership, and technical support. Technology utilization is relatively more advanced in educational administration than in the transformation of teaching and learning. The management of educational digitalization therefore needs to be directed toward more needs-based planning, equitable infrastructure and connectivity, strengthened teacher digital competencies, and continuous mentoring to ensure that digitalization extends beyond administrative requirements and develops into adaptive and sustainable transformation of teaching and learning.