THE DEVELOPMENT OF DIGITAL TRANSFORMATION FRAMEWORK IN SECONDARY SCHOOLS

• Main Author: Meishanti Yuliandari, Tanti
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/81168
• Institution: Institut Teknologi Bandung

The digital transformation in secondary schools is becoming increasingly crucial in the current era of information technology. Despite the absence of a universally agreed-upon definition, several studies have presented their perspectives on the definition of digital transformation. From these various definitions, it can be concluded that digital transformation involves enhancing school management elements while considering strengths and weaknesses, aiming to achieve set targets, which vary depending on the strategic approaches adopted by schools. Some challenges in implementing digital transformation in secondary schools include planning, developing effective strategies, selecting appropriate technologies, and fostering changes in learning culture. To address these challenges, a framework is needed to guide secondary schools in digital transformation. This study explores a systematic approach to designing a framework that facilitates digital transformation in secondary schools, utilizing Design Research Methodology (DRM) as the research methodology. The resulting framework consists of several elements, utilizing the Business Model Canvas (BMC) to create a school business canvas model, anchoring school business processes on eight national education standards, employing a meta-synthesis approach to synthesize information to produce a conceptual model that conceptually outlines the process of digital transformation in secondary schools, and incorporating the ISO/IEC 33004:2015 and 33030:2019 international standards to generate a process reference model, a process assessment model, and a process capability maturity model within the framework of digital transformation in secondary schools. The framework evaluation involves verification by experts and validation through the application of a process assessment model in secondary schools undergoing digital transformation. The evaluation results indicate that this framework provides benefits in formalizing processes, defining measurement procedures, and determining the maturity level of digital transformation in secondary schools. Thus, this framework can serve as a reference to enhance the quality of practices for achieving educational objectives in schools.