TRANFORMASI PENDIDIKAN DI INDONESIA (SEKOLAH DIGITAL)

Abstrak

Transformasi pendidikan menuju sekolah digital menjadi tuntutan penting di era kemajuan teknologi, selaras dengan Rencana Nasional Pendidikan Berbasis TIK 2021-2025. Laporan ini mendeskripsikan perkembangan, tantangan, dan upaya penerapannya dengan studi kasus SMA Negeri 2 Mataram (sekolah unggul di Kota Mataram). Data dikumpulkan melalui wawancara dengan Wakil Kepala Sekolah (Kepala Bagian Sarana Prasarana dan Teknologi) pada 22 November 2025 serta pengamatan singkat di sekolah. Implementasi sekolah digital telah dimulai sejak 2023 melalui penyediaan ruang komputer, aplikasi pembelajaran seperti Google Classroom, mata pelajaran TIK praktis, dan sistem absensi digital. Namun, penerapan belum maksimal karena sekolah menetapkan batasan untuk mencegah penyalahgunaan teknologi (pembatasan akses internet, larangan ponsel selama jam pelajaran, dan pengaturan waktu penggunaan). Batasan tersebut berhasil menurunkan kasus penyalahgunaan namun juga menghambat pengembangan keterampilan digital siswa. Kesimpulannya, implementasi sekolah digital berada pada tahap positif, namun perlu penyempurnaan kebijakan, peningkatan pelatihan, dan dukungan infrastruktur untuk menyeimbangkan tujuan nasional dengan kebutuhan lokal.

The transformation of education toward digital schools is an essential requirement in the era of rapid technological advancement, aligned with Indonesia’s 2021-2025 National Plan for ICT-Based Education. This report describes the developments, challenges, and implementation efforts, with a case study at SMA Negeri 2 Mataram (an excellent school in Mataram City). Data was collected through an interview with the Vice Principal (Head of Facilities and Technology Division) on November 22, 2025, as well as brief on-site observations. The implementation of digital schools began in 2023, including the provision of computer labs, learning applications such as Google Classroom, practical ICT subjects, and a digital attendance system. However, progress has not been optimal as the school has set restrictions to prevent technology misuse—including limited internet access, smartphone bans during class hours, and regulated usage time. While these measures have successfully reduced misuse cases, they have also hindered students’ digital skill development. In conclusion, the implementation of digital schools is at a positive stage, but requires policy improvements, enhanced training, and better infrastructure support to balance national goals with local needs.