Darulfunun Institute

Institute for Development, Research and Initiatives (IDRIS)

Tag: school-based management

  • School-Based Management as Collaborative Governance to Support Educational Relevance: A Literature Review

    » 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.

  • Integrating Local Wisdom into School-Based Management in Indonesia: A Systematic Literature Review (2020–2026)

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    This study aims to analyze publication characteristics, mechanisms for integrating local wisdom, the benefits and challenges of its implementation, and to formulate a conceptual framework for local wisdom-based school-based management (SBM) in Indonesia. The study employed a systematic literature review guided by the PRISMA 2020 reporting framework. The analysis covered 16 English-language publications in a Scopus dataset spanning the 2020–2026 period. Five publications were classified as core evidence and eleven as contextual evidence, which were subsequently analyzed using descriptive and thematic approaches. Two national articles outside the main corpus were used as supporting literature. The findings indicate that publications were concentrated in 2024–2026 and predominantly focused on pedagogy, while studies directly addressing school governance remained limited. The integration of local wisdom into SBM occurs through the institutionalization of values in school vision and policies, leadership as a mediator of cultural values, community participation, integration into school programs, and cultural evaluation and regeneration. The reported benefits include strengthening identity and character, enhancing learning relevance, increasing community participation, and improving schools’ social legitimacy. However, implementation faces several challenges, including dependence on individual leaders, symbolic participation, uneven teacher capacity, inadequate documentation, and limited evaluation indicators. The novelty of this study lies in the development of a conceptual framework that cyclically connects local values and knowledge, actors, management processes, school programs, and outcomes and feedback. This framework can serve as a foundation for developing inclusive and sustainable school governance, although further empirical testing is needed.