Manajemen Strategik Berbasis Data dalam Peningkatan Mutu Sekolah: Systematic Literature Review

Fitriyana Fitriyana; Junaina Junaina; Merita Diana; Nirva Diana; Aan Komariah; Badrudin Badrudin

doi:10.70211/sakalima.v3i1.582

Authors

Fitriyana Fitriyana Universitas Islam Negeri Raden Intan Lampung, Indonesia Indonesia
Junaina Junaina Universitas Islam Negeri Raden Intan Lampung, Indonesia Indonesia
Merita Diana Universitas Islam Negeri Raden Intan Lampung, Indonesia Indonesia
Nirva Diana Universitas Islam Negeri Raden Intan Lampung, Indonesia Indonesia
Aan Komariah Universitas Pendidikan Indonesia, Indonesia Indonesia
Badrudin Badrudin Universitas Islam Negeri Sunan Gunund Djati, Indonesia Indonesia

DOI 10.70211/sakalima.v3i1.582

Article Integrity

Article Metrics

407 Article Views 153 PDF Downloads 0 Crossref Citations

Abstract

Data-based strategic management has become an essential approach for school improvement because schools are increasingly expected to plan, implement, and evaluate quality enhancement programs through credible evidence rather than administrative intuition. This Systematic Literature Review aims to synthesize studies on data-based strategic management in school quality improvement, identify how data are used across strategic management cycles, examine enabling and constraining factors, and formulate a contextual conceptual model for schools. The review adapted PRISMA 2020 and PRISMA-S guidelines. Searches were conducted across Scopus, Web of Science, ERIC, DOAJ, Crossref, Google Scholar, Garuda, and official Indonesian education policy sources using English and Indonesian keywords related to data-driven decision making, strategic management, school improvement, Rapor Pendidikan, and Perencanaan Berbasis Data. From 773 initially identified records, 35 core documents met the inclusion criteria and were analyzed thematically. The findings indicate that data-based strategic management involves quality diagnosis, data interpretation, strategy articulation, program implementation, impact evaluation, and continuous correction. Key enabling factors include principal leadership, teacher data literacy, collaborative data culture, data validity, digital infrastructure, and policy support. Major barriers include administrative data use, limited analytical capacity, fragmented information systems, and organizational resistance. The study contributes a DIALEKTIK-DATA model to strengthen evidence-informed school governance and continuous quality improvement.

Keywords

Data-Based Planning Data-driven Decision Making School Quality Strategic Educational Management Systematic Literature Review

References

1

[1] UNESCO, Technology in Education: A Tool on Whose Terms? Global Education Monitoring Report 2023. Paris: UNESCO, 2023, doi: https://doi.org/10.54676/UZQV8501.

2

[2] OECD, Education at a Glance 2023: OECD Indicators. Paris: OECD Publishing, 2023, doi: https://doi.org/10.1787/e13bef63-en.

3

[3] Kementerian Pendidikan Dasar dan Menengah, “Tentang Perencanaan Berbasis Data (PBD),” Pusat Informasi Rumah Pendidikan, 2025. [Online]. Available: https://pusatinformasi.rumahpendidikan.kemendikdasmen.go.id/hc/id/articles/52441785548441-Tentang-Perencanaan-Berbasis-Data-PBD.

4

[4] K. Leithwood, A. Harris, and D. Hopkins, “Seven strong claims about successful school leadership revisited,” Sch. Leadersh. Manag., vol. 40, no. 1, pp. 5–22, Jan. 2020, doi: https://doi.org/10.1080/13632434.2019.1596077.

5

[5] A. Harris and M. Jones, “COVID 19: School leadership in disruptive times,” Sch. Leadersh. Manag., vol. 40, no. 4, pp. 243–247, 2020, doi: https://doi.org/10.1080/13632434.2020.1811479.

6

[6] K. Schildkamp, “Data-based decision-making for school improvement: Research insights and gaps,” Educ. Res., vol. 61, no. 3, pp. 257–273, 2019, doi: https://doi.org/10.1080/00131881.2019.1625716.

7

[7] Kementerian Pendidikan Dasar dan Menengah, “Rapor Pendidikan,” 2026. [Online]. Available: https://raporpendidikan.kemendikdasmen.go.id/.

8

[8] Kementerian Pendidikan Dasar dan Menengah, “Perencanaan Berbasis Data (PBD) untuk Satuan Pendidikan Dasar Menengah,” 2026. [Online]. Available: https://pusatinformasi.rumahpendidikan.kemendikdasmen.go.id/hc/id/articles/52441793239449-Perencanaan-Berbasis-Data-PBD-untuk-Satuan-Pendidikan-Dasar-Menengah-Dikdasmen.

9

[9] J. M. Bryson, Strategic Planning for Public and Nonprofit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement, 5th ed. Hoboken, NJ: Wiley, 2018.

10

[10] R. S. Kaplan and D. P. Norton, The Balanced Scorecard: Translating Strategy into Action. Boston, MA: Harvard Business School Press, 1996.

11

[11] H. Mintzberg, B. Ahlstrand, and J. Lampel, Strategy Safari: Your Complete Guide Through the Wilds of Strategic Management, 2nd ed. Harlow: Pearson, 2009.

12

[12] E. B. Mandinach, “A perfect time for data use: Using data-driven decision making to inform practice,” Educ. Psychol., vol. 47, no. 2, pp. 71–85, 2012, doi: https://doi.org/10.1080/00461520.2012.667064.

13

[13] E. B. Mandinach and K. Schildkamp, “Misconceptions about data-based decision making in education: An exploration of the literature,” Stud. Educ. Eval., vol. 69, Art. no. 100842, 2021, doi: https://doi.org/10.1016/j.stueduc.2020.100842.

14

[14] E. B. Mandinach and E. S. Gummer, “A systemic view of implementing data literacy in educator preparation,” Educ. Res., vol. 42, no. 1, pp. 30–37, 2013, doi: https://doi.org/10.3102/0013189X12459803.

15

[15] K. Schildkamp, C. L. Poortman, J. Ebbeler, and J. M. Pieters, “How school leaders can build effective data teams: Five building blocks for a new wave of data-informed decision making,” J. Educ. Chang., vol. 20, pp. 283–325, 2019, doi: https://doi.org/10.1007/s10833-019-09345-3.

16

[16] E. B. Mandinach and E. S. Gummer, “What does it mean for teachers to be data literate? Laying out the skills, knowledge, and dispositions,” Teach. Teach. Educ., vol. 60, pp. 366–376, 2016, doi: https://doi.org/10.1016/j.tate.2016.07.011.

17

[17] K. Schildkamp, C. L. Poortman, H. Luyten, and J. Ebbeler, “Factors promoting and hindering data-based decision making in schools,” Sch. Eff. Sch. Improv., vol. 28, no. 2, pp. 242–258, 2017, doi: https://doi.org/10.1080/09243453.2016.1256901.

18

[18] K. Schildkamp, C. L. Poortman, and A. Handelzalts, “Data teams for school improvement,” Sch. Eff. Sch. Improv., vol. 27, no. 2, pp. 228–254, 2016, doi: https://doi.org/10.1080/09243453.2015.1056192.

19

[19] W. B. Kippers, C. L. Poortman, K. Schildkamp, and A. J. Visscher, “Data literacy: What do educators learn and struggle with during a data use intervention?,” Stud. Educ. Eval., vol. 56, pp. 21–31, 2018, doi: https://doi.org/10.1016/j.stueduc.2017.11.001.

20

[20] W. B. Kippers, C. H. D. Wolterinck, K. Schildkamp, C. L. Poortman, and A. J. Visscher, “Teachers’ views on the use of assessment for learning and data-based decision making in classroom practice,” Teach. Teach. Educ., vol. 75, pp. 199–213, 2018, doi: https://doi.org/10.1016/j.tate.2018.06.015.

21

[21] P. Nugraheni and I. Ansori, “The Hypercontent-Based Interactive Multimedia in Problem-Based Learning to Improve Indonesian Language Learning Outcomes of Grade IV Elementary School Students,” Mimb. PGSD Undiksha, vol. 13, no. 2, pp. 267–278, 2025, doi: https://doi.org/10.23887/jjpgsd.v13i2.95602.

22

[22] K. Schildkamp and W. Kuiper, “Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors,” Teach. Teach. Educ., vol. 26, no. 3, pp. 482–496, 2010, doi: https://doi.org/10.1016/j.tate.2009.06.007.

23

[23] J. Ebbeler, C. L. Poortman, K. Schildkamp, and J. M. Pieters, “The effects of a data use intervention on educators’ satisfaction and data literacy,” Educ. Assessment Eval. Account., vol. 29, pp. 83–105, 2017, doi: https://doi.org/10.1007/s11092-016-9251-z.

24

[24] J. Ebbeler, C. L. Poortman, K. Schildkamp, and J. M. Pieters, “Effects of a data use intervention on educators’ use of knowledge and skills,” Stud. Educ. Eval., vol. 48, pp. 19–31, 2016, doi: https://doi.org/10.1016/j.stueduc.2015.11.002.

25

[25] A. Datnow and L. Hubbard, “Teacher capacity for and beliefs about data-driven decision making: A literature review of international research,” J. Educ. Chang., vol. 17, no. 1, pp. 7–28, 2016, doi: https://doi.org/10.1007/s10833-015-9264-2.

26

[26] F. Ansyari, W. Groot, and K. De Witte, “A systematic review and meta-analysis of data use professional development interventions,” J. Prof. Cap. Community, vol. 7, no. 3, pp. 256–289, 2022, doi: https://doi.org/10.1108/JPCC-09-2021-0055.

27

[27] F. Sandoval-Ríos, F. J. Fernández-Cruz, and M. A. Vicente-Mariño, “Role of data literacy training for decision-making in education: A systematic review,” Front. Educ., vol. 10, Art. no. 1485821, 2025, doi: https://doi.org/10.3389/feduc.2025.1485821.

28

[28] A. M. McCarthy, D. Maor, A. McConney, and C. Cavanaugh, “Digital transformation in education: Critical components for leaders of system change,” Soc. Sci. Humanit. Open, vol. 8, no. 1, Art. no. 100479, 2023, doi: https://doi.org/10.1016/j.ssaho.2023.100479.

29

[29] M. L. Rethlefsen et al., “PRISMA-S: An extension to the PRISMA statement for reporting literature searches in systematic reviews,” Syst. Rev., vol. 10, no. 1, Art. no. 39, 2021, doi: https://doi.org/10.1186/s13643-020-01542-z.

30

[30] H. Snyder, “Literature review as a research methodology: An overview and guidelines,” J. Bus. Res., vol. 104, pp. 333–339, Nov. 2019, doi: https://doi.org/10.1016/j.jbusres.2019.07.039.

31

[31] D. Tranfield, D. Denyer, and P. Smart, “Towards a methodology for developing evidence-informed management knowledge by means of systematic review,” Br. J. Manag., vol. 14, no. 3, pp. 207–222, 2003, doi: https://doi.org/10.1111/1467-8551.00375.

32

[32] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qual. Res. Psychol., vol. 3, no. 2, pp. 77–101, Jan. 2006, doi: https://doi.org/10.1191/1478088706qp063oa.

33

[33] M. Petticrew and H. Roberts, Systematic Reviews in the Social Sciences: A Practical Guide. Malden, MA: Blackwell Publishing, 2006.

34

[34] M. J. Grant and A. Booth, “A typology of reviews: An analysis of 14 review types and associated methodologies,” Health Inf. Libr. J., vol. 26, no. 2, pp. 91–108, Jun. 2009, doi: https://doi.org/10.1111/j.1471-1842.2009.00848.x.

35

[35] Q. N. Hong et al., “Mixed Methods Appraisal Tool (MMAT), Version 2018: User Guide.” Montreal: McGill University, 2018.

36

[36] N. Iivari, S. Sharma, and L. Ventä-Olkkonen, “Digital transformation of everyday life: How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care,” Int. J. Inf. Manage., vol. 55, Art. no. 102183, 2020, doi: https://doi.org/10.1016/j.ijinfomgt.2020.102183.

37

[37] I. Hoogland et al., “Prerequisites for data-based decision making in the classroom: Research evidence and practical illustrations,” Teach. Teach. Educ., vol. 60, pp. 377–386, 2016, doi: https://doi.org/10.1016/j.tate.2016.07.012.

38

[38] V. V. Forrester, “School management information systems: Challenges to educational decision making in the big data era,” Int. J. Integr. Technol. Educ., vol. 8, no. 1, pp. 1–11, Mar. 2019, doi: https://doi.org/10.5121/ijite.2019.8101.

39

[39] M. N. S. Nurzen, “Pengambilan keputusan berbasis data untuk perencanaan pendidikan: Strategi untuk keberhasilan kepala sekolah,” J. Konseling dan Pendidik., vol. 10, no. 4, pp. 589–598, Dec. 2022, doi: https://doi.org/10.29210/189500.

40

[40] B. N. Mahardhika and S. Raharja, “The importance of strategic planning with modern trends in education,” AL-ISHLAH J. Pendidik., vol. 15, no. 2, pp. 1807–1820, May 2023, doi: https://doi.org/10.35445/alishlah.v15i2.2527.

41

[41] J. Lee, D. Alonzo, K. Beswick, J. M. V. Abril, A. W. Chew, and C. Z. Oo, “Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021,” Educ. Assessment Eval. Account., vol. 36, no. 2, pp. 145–200, May 2024, doi: https://doi.org/10.1007/s11092-024-09435-8.

42

[42] A. Friedrich et al., “What shapes statistical and data literacy research in K–12 STEM education? A systematic review of metrics and instructional strategies,” Int. J. STEM Educ., vol. 11, no. 1, Art. no. 58, Nov. 2024, doi: https://doi.org/10.1186/s40594-024-00517-z.

43

[43] A. Z. Nisa and F. Kurniawati, “A systematic literature review of data-driven decision making: Professional development program and its impact in enhancing teachers efficacy,” J. Educ. J. Pendidik. Indones., vol. 10, no. 2, pp. 241–250, Dec. 2024, doi: https://doi.org/10.29210/1202424879.

44

[44] S. Siswadi, I. Kuswanto, and R. Widyastuti, “Strategi Manajemen Pembiayaan dengan Perencanaan Berbasis Data,” JIIP - J. Ilm. Ilmu Pendidik., vol. 7, no. 8, pp. 8338–8343, 2024, doi: https://doi.org/10.54371/jiip.v7i8.4974.

45

[45] C. Romero and S. Ventura, “Educational data mining and learning analytics: An updated survey,” arXiv, Feb. 2024. [Online]. Available: https://arxiv.org/abs/2402.07956.

46

[46] M. I. Dacholfany et al., “The effectiveness of teacher professional development program on classroom and behavior management: A systematic review,” J. Educ. Cult. Soc., vol. 15, no. 2, pp. 451–470, Sep. 2024, doi: https://doi.org/10.15503/jecs2024.2.451.470.

47

[47] T. Rosita and T. C. Kurniatun, “Bridging vision and reality: Examining strategic planning implementation in Indonesian state schools,” Educ. Process Int. J., vol. 15, no. 1, Art. no. e2025177, 2025, doi: https://doi.org/10.22521/edupij.2025.15.177.

48

[48] B. V. Handayani, “Enabling data-based decision making in education: A systematic review of leadership, culture, and capacity challenges,” vol. 2, no. 2, pp. 52–65, 2025.

49

[49] G. K. Ming, “Data-driven decision-making in educational leadership: A systematic literature review (2019–2023),” Pakistan J. Life Soc. Sci., vol. 22, no. 2, 2025. DOI belum ditemukan.

50

[50] C. Dorsey et al., “Integrating data literacy into K–12 education,” Harvard Data Sci. Rev., vol. 7, no. 2, pp. 1–36, 2025, doi: https://doi.org/10.1162/99608f92.24d90bdc.

51

[51] M. Akintolu and A. A. Oyekunle, “Data-driven decision-making: Utilising AI-powered learning analytics to make informed primary educators’ decisions,” J. Educ. Online, vol. 22, no. 3, May 2025, doi: https://doi.org/10.9743/JEO.2025.22.3.1.

52

[52] H. Lutfiartha, E. Wuryandini, and Muhtarom, “Data-driven management in improving learning quality,” SOSIOEDUKASI J. Ilm. Ilmu Pendidik. dan Sos., vol. 15, no. 1, pp. 1399–1409, Mar. 2026, doi: https://doi.org/10.36526/sosioedukasi.v15i1.7484.

53

[53] R. Hidayat, “Implementasi Perencanaan Berbasis Data dalam Peningkatan Mutu Sekolah di Era Digital,” J. Manaj. Pendidik. Nas., vol. 7, no. 1, pp. 45–58, 2026.