Evaluation of School Digitalization Using the Provus Discrepancy Approach
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Abstract
Research Aims: This study aims to evaluate the implementation of the school digitization program using the Provus Discrepancy Evaluation Model, which emphasizes the analysis of the gap between established standards and actual conditions in the field.
Design/methodology/approach: This study uses a descriptive evaluative approach involving school principals, teachers, and educational staff as respondents. Data was collected through observation, questionnaires, interviews, and relevant document analysis.
Research Findings: The evaluation results show that the program design stage is excellent because it is in line with the school's vision and needs. The installation stage has a compliance rate of 84%, which means that the access infrastructure is adequate but needs to be improved. The process stage has a compliance rate of 76%, which means that implementation consistency is not yet optimal. The product stage has a compliance rate of 80%, meaning that digitalization efficiency has improved, but the program needs to be strengthened.
Theoretical Contribution/Originality: The impact of implementation can also be seen in increased administrative efficiency, data transparency, and communication. The most prominent gaps appear in the Process/Implementation stage, particularly in relation to uneven digital capabilities among teachers/staff, inconsistent implementation of SOPs, and technical-managerial coordination that is not yet fully optimized. In this context, policy evaluation serves as a strategic navigation tool that transforms findings of technical obstacles into a database for more precise and accountable synchronization of school digital governance.
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