Strategic Planning in a Google Reference School: Digital Transformation and Artificial Intelligence in Primary Education

Yanti Restiawati; Usfandi Haryaka; Amir Masruhim; Wiwik Setiawati; Suharman Suharman

doi:10.67686/didaktika.v10i2.2266

Authors

Yanti Restiawati Sekolah Dasar Negeri 001 Muara Badak, Kutai Kartanegara, Kalimantan Timur, Indonesia
Usfandi Haryaka Universitas Mulawarman, Samarinda, Kalimantan Timur, Indonesia
Amir Masruhim Universitas Mulawarman, Samarinda, Kalimantan Timur, Indonesia
Wiwik Setiawati Universitas Mulawarman, Samarinda, Kalimantan Timur, Indonesia
Suharman Suharman Universitas Mulawarman, Samarinda, Kalimantan Timur, Indonesia

DOI:

https://doi.org/10.67686/didaktika.v10i2.2266

Abstract

Digital transformation and the emergence of artificial intelligence are increasingly shaping policy directions and school practices in primary education. However, discussion has often remained centered on classroom use rather than on how schools translate these developments into strategic planning. This study employed a qualitative single-case study design to examine how SD Negeri 001 Muara Badak, Kutai Kartanegara, formulated its strategic planning in response to digital transformation and the growing presence of artificial intelligence. Data were collected through semi-structured interviews with seven participants, including the principal, curriculum coordinator, teachers, and school operator, and were complemented by document analysis. The data were analyzed thematically. The findings showed that the school’s strategic direction was shaped by efforts to strengthen digital culture, develop teacher capacity, and integrate technology into school programs. At the same time, artificial intelligence had not yet been explicitly incorporated into the school’s strategic documents and was still understood unevenly across participants. These findings highlight the need for schools to move beyond general digital development toward a more explicit and coherent strategic positioning of artificial intelligence within institutional planning, contributing to primary school strategic planning by clarifying how AI can be formally integrated into school direction, professional development, and policy alignment.

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