» AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies
Aim: This study aims to analyze how School-Based Management (SBM) functions as collaborative governance to support educational relevance. Method: The study uses a narrative literature review with a qualitative-descriptive approach to publications from 2021–2026. Literature was searched through Google Scholar, Garuda, and journal websites using terms related to SBM, school autonomy, participation, leadership, planning, accountability, and educational quality. Sources were selected based on topical relevance, publication period, verifiable bibliographic information, and access to full text. Ten articles were designated as the primary literature, while other articles were used as supporting sources. Result: The synthesis indicates that educational relevance is supported by the interconnectedness of decision-making autonomy, stakeholder participation, leadership, resource management, transparency, accountability, and evaluation. Autonomy creates room for context-sensitive decisions, but implementation depends on school capacity and stakeholder involvement. Novelty/Implication: The novelty of this study lies in a conceptual synthesis that integrates these elements into a collaborative-governance framework oriented toward educational relevance. The findings imply that strengthening SBM requires linking school authority with collaboration, implementation capacity, transparency, accountability, and continuous evaluation.