ISSN : 2962-9195 E-ISSN : 2963-8992
Journal of Educational Management Research Vol.
05 No.
: 125-135
Available online at https://serambi.
org/index.
php/jemr The Strategic Role of Policy in Advancing Educational Management Heriman.
Muhammad Saparuddin.
Muhlis.
Abdunnur.
Muhammad Amir Masruhim.
Laili Komariyah Universitas Islam Negeri Sultan Aji Muhammad Idris.
Indonesia Email : heriman.
lapaiku@gmail.
DOI: https://doi.
org/10.
61987/jemr.
ABSTRACT
Keywords:
Education Policy.
Education Implementation.
Education Quality *Corresponding Author Education serves as a fundamental pillar in national development, and effective policies play a crucial role in strengthening social, economic, and cultural structures.
In Indonesia, various educational policies such as the 12-Year Compulsory Education Program and the School Operational Assistance (BOS) have been introduced to expand access and enhance the quality of learning.
The purpose of this study is to examine the role of educational policy within the management of IndonesiaAos education system, assess its influence on educational quality, and identify key challenges that arise during policy implementation.
This research employs a qualitative descriptive method, drawing on policy reviews, document analysis, and findings from previous empirical studies related to educational policy and management.
The results indicate that while national policies have contributed to broader access to education, significant disparities continue to emerge between urban and remote areas, particularly in terms of infrastructure availability, teacher distribution, and the effectiveness of program execution at regional Inconsistent teacher training and limited coordination between central and local governments further hinder policy The implications of the study highlight the need for more integrated and adaptive policy implementation strategies.
Strengthened monitoring systems, equitable resource allocation, and collaborative engagement between government bodies, educational institutions, and local communities are essential to achieving a more equitable and effective education system across Indonesia.
Article History:
Received: October 2025.
Revised: November 2025.
Accepted: December 2025 Please cite this article in APA style as:
Heriman.
Saparuddin.
Muhlis.
Abdunnur.
Masruhim.
, & Komariyah.
The Strategic Role of Policy in Advancing Educational Management.
Journal of Educational Management Research, 5.
, 125-135.
Journal of Educational Management Research This journal is an open-access article under a CC BY-NC-SA 4.
0 license.
A 2026, the author.
INTRODUCTION Education plays a crucial role in shaping the progress and sustainability of any nation, functioning as a central pillar that strengthens social, cultural, and economic structures essential for long-term development (Irianto, 2.
A wellestablished education system not only cultivates the character and abilities of individuals but also contributes to creating a competitive and adaptive workforce capable of responding to the rapid changes in global dynamics (Suparyati & Habsya, 2.
In the context of increasingly complex societal challenges, such as globalization, digital transformation, and shifting labor-market demands, the importance of strong educational foundations becomes even more evident.
Highquality education enables societies to prepare citizens who are resilient, innovative, and able to participate actively in national development (Ali et al.
Prazian & Prykhodko, 2.
Consequently, effective education policies become essential instruments for ensuring that educational services reach all levels of society equitably and sustainably (Pawero, 2.
Therefore, examining educational policies is vital for addressing societal needs and ensuring that the education system contributes significantly to national development and public Despite the essential role of education in national progress, many countries, including Indonesia, continue to face substantial problems in ensuring equal access to quality education for all citizens (Sain et al.
, 2024.
Widiastuti.
Although the government has introduced various policies such as the 12Year Compulsory Education Program (Edwita & Yatimah, 2.
and the School Operational Assistance Program or BOS (Karding, 2.
Aipersistent disparities remain evident across different regions.
These challenges stem from structural inequalities, socioeconomic gaps, administrative issues, and uneven distribution of educational resources, which collectively hinder the realization of policy goals.
Communities in remote and rural areas often experience limited access to educational facilities, restricted learning opportunities, and insufficient financial support to sustain school operations (Edwita & Yatimah, 2.
These conditions demonstrate that although educational policies have been established to address inequality, their implementation frequently encounters obstacles that reduce their overall effectiveness (Bhandari, 2024.
Dixit, 2.
Therefore, the main problem faced by society is not merely the absence of education policies, but rather the inability to translate these policies into equitable and impactful educational practices across diverse regions of Indonesia.
Field conditions show that disparities in educational quality between urban and remote regions continue to widen, despite long standing national programs designed to reduce inequality (Norman-Major, 2.
Schools in urban areas generally benefit from better infrastructure, more qualified teachers, and Journal of Educational Management Research Vol.
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: 125-135
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org/index.
php/jemr greater access to digital learning tools, whereas schools in remote regions often struggle with inadequate classrooms, shortage of teaching materials, and limited access to internet-based learning resources (Saparuddin et al.
, 2.
These gaps create substantial barriers for students in remote areas to achieve the same learning outcomes as those in more developed regions.
Furthermore, although teacher development programs such as the Professional Teacher Development Program (PPG) aim to improve instructional quality, their implementation has been inconsistent, especially in geographically isolated areas where teachers rarely receive sufficient training relevant to updated curricula and labor market demands (Susanto et al.
, 2.
Financial management at the school level also presents challenges, as some regions struggle with BOS fund allocation, administrative transparency, and monitoring processes (Depiani, 2.
These empirical conditions highlight the need for stronger policy execution and more equitable resource distribution.
Previous studies have examined various aspects of educational policy implementation in Indonesia, highlighting both achievements and shortcomings.
Research has consistently emphasized that policy effectiveness depends heavily on proper execution, adequate funding, and strong coordination between government levels (Ali, 2.
Studies on educational financing, for example, reveal that although the government increases education budgets annually, financial distribution remains uneven, with urban areas receiving more substantial support than remote regions (Hastina et al.
, 2.
Scholars have also discussed how inadequate monitoring systems, limited administrative capacity, and fragmented policy communication contribute to ineffective policy outcomes (Hasanah, 2.
These findings demonstrate that while educational policies in Indonesia are generally well-structured at the conceptual level, they encounter significant obstacles during implementation.
The existing literature, however, tends to examine policy issues separately either focusing on access, teacher quality, funding, or infrastructure without providing an integrated analysis of how these elements collectively influence educational management (Karding.
This gap underscores the need for a more comprehensive study that links policy design, implementation challenges, and their direct impact on educational Another limitation in previous research is the lack of holistic evaluation of how policy implementation affects multiple stakeholders simultaneously, including students, teachers, schools, and local governments.
Studies conducted by Muiz et al.
stress the importance of efficient financial management and robust monitoring systems, yet they rarely explore how these financial mechanisms interact with teacher capacity, infrastructure availability, and policy coordination across regions.
Similarly, although Aziz et al.
emphasize the Journal of Educational Management Research Vol.
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php/jemr role of policy as a guideline for educational planning and management, they do not sufficiently address how policy inconsistencies lead to varying educational experiences for communities in different geographical areas.
Many existing studies examine issues in isolation rather than offering integrated policy analyses that can guide nationwide educational reforms.
a research gap exists in providing an integrated, multi-dimensional examination of education policy within IndonesiaAos diverse educational landscape.
Addressing this gap is essential to developing solutions that enhance policy effectiveness, reduce educational disparities, and promote equitable learning environments across the country.
Given the limitations identified in previous studies, this research offers novelty by presenting a comprehensive and interconnected analysis of educational policy within the context of education management in Indonesia.
Unlike earlier works that focus on single components such as funding, teacher quality, or access, this study examines how multiple policy elements interact and collectively influence educational outcomes.
It integrates empirical challenges observed in the field such as unequal resource distribution, inconsistent teacher training, administrative inefficiencies, and gaps in policy communication with broader policy frameworks implemented by the government, including the 12 Year Compulsory Education Program and BOS funding mechanisms.
synthesizing both theoretical and field-based evidence, this research contributes a more holistic understanding of why policies often fall short of achieving equitable educational development.
This state-of-the-art approach is essential for addressing persistent educational inequality and for developing strategic recommendations that align policy intentions with practical realities in diverse regions of Indonesia.
Based on the identified issues, the central research problem of this study concerns how educational policies influence educational management in Indonesia and how effectively these policies contribute to improving educational quality across different regions.
This study argues that policy effectiveness depends not only on the soundness of policy design but also on the capacity of local governments, schools, and teachers to implement these policies within diverse contextual conditions.
Furthermore, challenges such as inequitable funding distribution, insufficient teacher training, and administrative inefficiencies highlight the urgent need for a stronger policy implementation framework supported by effective monitoring and equitable resource allocation.
Therefore, this research aims to provide an integrated analysis of policy impacts and offer strategic recommendations for enhancing policy execution at local and national levels.
The findings of this study are expected to contribute to improving educational management practices and supporting the development of a more equitable and sustainable education system.
Journal of Educational Management Research Vol.
05 No.
: 125-135
Available online at https://serambi.
org/index.
php/jemr RESEACH METHOD The research employs a qualitative literature study design, chosen for its ability to provide an in-depth and comprehensive understanding of educational policy implementation through the examination of diverse scholarly sources and official documents (Darmalaksana, 2.
This design is appropriate for analyzing major national policies such as the 12-Year Compulsory Education Program, the School Operational Assistance (BOS), and the Merdeka Curriculum, all of which require interpretive analysis rather than quantitative Data were collected exclusively from secondary sources, including government policy documents, research reports, scientific journals, books, and credible articles relevant to educational policy and management in Indonesia (Sain et al.
, 2.
The selection of these sources was based on their credibility, relevance, and contribution to understanding policy effectiveness and implementation challenges.
The collected materials were then analyzed using qualitative content analysis to identify key themes, patterns, and relationships across the literature.
Through systematic coding, comparison, and interpretation, this study evaluated the impact of educational policies on the quality of education while also highlighting persistent issues related to resource distribution, teacher training, financial management, and policy coordination.
RESULT AND DISCUSSION
The Role of Policy in Educational Planning Quality education is widely recognized as a fundamental element in the development of a nation, functioning as the backbone of social and economic progress (Irianto, 2.
As a foundation for human resource development, education equips individuals with the knowledge and competencies necessary to contribute meaningfully to society.
Within this context, well-formulated educational policies hold a strategic function in shaping priorities, guiding longterm planning, and ensuring that national educational goals remain aligned with societal needs.
In Indonesia, national educational policies established by the government serve as the primary reference for structuring the education system from basic to higher education levels.
One of the essential policies with direct implications for educational planning is the 12-Year Compulsory Education Program (Edwita & Yatimah, 2.
This program mandates that every child receive basic and secondary education, aiming not only to increase participation rates but also to ensure equal access across all regions.
A notable outcome of this policy has been the rise in the Gross Enrollment Rate (APK), demonstrating that more children continue their studies to higher levels.
Curriculum-related policies also play a significant role in shaping Journal of Educational Management Research Vol.
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, 2.
The Merdeka Curriculum exemplifies this by granting schools greater autonomy to adapt their instructional approaches to the characteristics of students and local contexts.
This flexibility allows educators to align learning experiences with community needs and emerging labor market Nevertheless, despite strong policy direction, challenges such as unequal resource availability and varied socioeconomic conditions across regions often hinder ideal planning outcomes.
Implementation of Educational Policies Following policy formulation, the next critical stage is implementation, which determines whether a policyAos objectives are realized in practice.
Indonesia, the implementation of educational policies frequently encounters obstacles that reduce overall effectiveness.
Coordination among central government, local governments, and educational institutions is a determining factor in the successful execution of policy mandates.
Well-designed policies that are not adequately supported by cohesive implementation frameworks risk losing their intended impact (Barca, 2009.
Oxman et al.
, 2.
A key example of an implementation challenge is the School Operational Assistance (BOS) program (Depiani, 2.
While BOS funds aim to strengthen school operations and improve educational quality, many schools struggle to utilize these funds optimally due to limited financial management capacity.
Complicated procedures and inconsistent fund transparency also hinder policy implementation efficiency.
These issues show that financial support is not enough without strong human resources and clear oversightTeacher training programs, such as the Pendidikan dan Pelatihan Profesi Guru (PPG), also face uneven implementation across regions (Husamah et al.
, 2025.
Taufik et al.
, 2.
Although intended to enhance teacher competence and pedagogical effectiveness, disparities remain between training provided in central areas and its extension to remote regions.
Schools in isolated areas often lack access to professional development opportunities, resulting in persistent gaps in teacher Consequently, regional disparities in human resources continue to affect the consistency of educational quality nationwide.
Evaluation and Monitoring of Educational Policies Evaluation and monitoring are essential to ensure that educational policies produce measurable and meaningful improvement.
Through systematic assessment, policymakers can determine whether implemented programs effectively increase educational participation and achievement.
Indicators such as enrollment rates, retention rates, and transition rates between educational levels serve as valuable tools for evaluating policy impact and identifying areas requiring adjustment.
Journal of Educational Management Research Vol.
05 No.
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Available online at https://serambi.
org/index.
php/jemr Teacher quality remains a critical parameter for evaluating policy outcomes, particularly those related to teacher development programs and curriculum innovation.
Improvements in classroom instruction can be assessed through national exam results, student performance indicators, and changes in teachersAo pedagogical skills (Udovychenko et al.
, 2021.
Wong et al.
, 2.
Evaluations of curriculum reform efforts reveal whether instructional practices have adapted to meet evolving educational goals, demonstrating the effectiveness of policies aimed at strengthening teaching and learning processes.
Monitoring mechanisms carried out by local governments, educational institutions, and community stakeholders play a vital role in ensuring Effective oversight prevents misuse of funds, ensures equitable distribution of resources, and guarantees that policies deliver benefits to all segments of the population.
However, disparities between advanced and underdeveloped regions pose challenges, as some areas lack adequate monitoring structures.
These gaps can lead to inconsistencies in policy outcomes and weaken the overall integrity of the education system.
Challenges in Policy Implementation Various challenges hinder the effectiveness of educational policy implementation in Indonesia, starting with limited resources.
Although the national education budget has increased, funding remains insufficient to meet the diverse needs of educational institutions.
Many schools, particularly in remote regions, continue to face shortages of classrooms, libraries, teaching materials, and technological infrastructure.
These limitations impede the realization of policy goals related to equitable and high-quality education.
Regional disparities also constitute a major obstacle to policy Areas with inadequate infrastructure and limited access to qualified teachers especially rural and remote regions struggle to meet national education standards.
Meanwhile, urban areas tend to benefit more from policy initiatives due to greater institutional capacity and resource availability.
This imbalance underscores the need for policies that prioritize equity and provide targeted support for marginalized regions to reduce educational gaps (Khan et , 2019.
Popescu et al.
, 2.
Rapid social and technological changes further complicate policy The increasing importance of digital literacy and online learning demands that education policies adapt quickly to emerging trends.
However, schools lacking technological tools or digital infrastructure face significant challenges in adopting technology-based learning.
To remain responsive, educational policies must incorporate strategies for strengthening digital readiness while ensuring that all students, regardless of region, can benefit from technological advancements.
Journal of Educational Management Research Vol.
05 No.
: 125-135
Available online at https://serambi.
org/index.
php/jemr CONCLUSION The findings of this study highlight that educational policies such as the 12-Year Compulsory Education Program and the School Operational Assistance (BOS) have significantly contributed to expanding access and participation in IndonesiaAos education system.
The research underscores that while these policies successfully increased enrollment rates, persistent disparities between urban and remote regions remain a major challenge.
The study provides an important scholarly contribution by offering a critical analysis of how national policies interact with local implementation realities, emphasizing the need for stronger coordination, more equitable resource allocation, and improved governance in educational management.
This work also enriches the academic discussion on policy effectiveness by demonstrating that well-designed policies require robust implementation mechanisms to translate into meaningful outcomes.
However, this research is limited by its focus on policy analysis without extensive empirical data from diverse regional contexts, which may restrict the generalizability of the findings.
Future studies should incorporate field-based evidence, comparative regional analysis, and stakeholder perspectives particularly from teachers, school leaders, and local policymakers to provide a more comprehensive understanding of policy implementation dynamics.
Further research exploring digital readiness, technological equity, and innovative models of school governance is also necessary to address emerging challenges in IndonesiaAos rapidly evolving educational landscape.
REFERENCES