MANAJEMEN PERENCANAAN STRATEGIK PENDIDIKAN MENENGAH DALAM KERANGKA OTONOMI KHUSUS DI TANAH PAPUA: STUDI KASUS DI KABUPATEN SORONG, PAPUA BARAT DAYA

Abstrak

Penelitian ini menganalisis manajemen perencanaan strategik pendidikan menengah dalam kerangka Otonomi Khusus di Tanah Papua melalui studi kasus di Kabupaten Sorong, Papua Barat Daya. Fokus kajian menempatkan perencanaan sebagai proses strategik yang menghubungkan mandat kebijakan, analisis isu prioritas, penyusunan tujuan, pemilihan program, penganggaran, serta pengendalian kinerja. Penelitian memakai pendekatan kualitatif dengan desain studi kasus. Pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan studi dokumentasi pada dokumen perencanaan daerah, meliputi RPJMD, Renstra perangkat daerah, RKPD, dan RAPBD sektor pendidikan. Analisis data memakai model interaktif Miles dan Huberman (2014) melalui reduksi, penyajian, dan penarikan kesimpulan, serta diuji melalui triangulasi sumber dan teknik. Hasil kajian menunjukkan perencanaan pendidikan menengah di Kabupaten Sorong telah mengakomodasi mandat Otonomi Khusus secara formal melalui pencantuman program dan kegiatan bersumber Dana Otonomi Khusus. Namun, praktik perencanaan masih dominan administratif dan berorientasi kepatuhan dokumen, sehingga belum berfungsi sebagai instrumen strategik berbasis isu wilayah dan capaian hasil. Integrasi kebijakan Otonomi Khusus ke dokumen perencanaan cenderung normatif, indikator kinerja lebih menekankan output dibanding outcome, dan mekanisme evaluasi belum dipakai sebagai umpan balik perbaikan perencanaan. Implementasi menghadapi kendala data mikro pendidikan, keterlambatan anggaran, dinamika politik penganggaran, serta koordinasi pemangku kepentingan yang terbatas. Temuan menegaskan perlunya penguatan perencanaan berbasis hasil, partisipatif, dan kontekstual untuk meningkatkan akses, keberlanjutan partisipasi, dan mutu pendidikan menengah bagi Orang Asli Papua.

This study analyzes the strategic planning management of secondary education within the Special Autonomy framework in Papua through a case study in Sorong Regency, Southwest Papua. The analysis positions planning as a strategic process linking policy mandates, priority issue analysis, goal formulation, program selection, budgeting, and performance control. The study adopts a qualitative approach with a case study design. Data were collected through in-depth interviews, observation, and document review of regional planning instruments, including the RPJMD, agency strategic plans, the RKPD, and the education sector budget (RAPBD). Data analysis followed the interactive model of Miles and Huberman (2014) through data reduction, data display, and conclusion drawing, and it was validated through source and method triangulation. The findings show that secondary education planning in Sorong Regency has formally accommodated the Special Autonomy mandate through the inclusion of programs and activities financed by Special Autonomy funds. Nevertheless, planning practice remains predominantly administrative and compliance oriented, so it has not functioned as a strategic instrument grounded in territorial issues and outcome attainment. The integration of Special Autonomy policy into planning documents tends to remain normative, performance indicators emphasize outputs rather than outcomes, and evaluation mechanisms have not been used as feedback for planning improvement. Implementation faces constraints related to disaggregated micro-level education data, budget delays, political dynamics in budgeting, and limited coordination among stakeholders. The study underscores the need to strengthen results-based, participatory, and context-sensitive planning to improve access, persistence, and the quality of secondary education for Indigenous Papuans.