Sekolah Nasional Terintegrasi: Peningkatan Mutu Pendidikan dan Sumber Daya Manusia Menuju Indonesia Emas 2045

Maila D.H.  Rahiem; Biyanto Biyanto; Moch. Abduh

doi:10.67686/didaktika.v10i2.2602

Penulis

Maila D.H. Rahiem Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia , Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia
Biyanto Biyanto Fakultas Ushuluddin & Filsafat Universitas Islam Negeri Sunan Ampel Surabaya, Jawa Timur, Indonesia , Fakultas Ushuluddin & Filsafat Universitas Islam Negeri Sunan Ampel Surabaya, Jawa Timur, Indonesia
Moch. Abduh Kementerian Pendidikan Dasar dan Menengah, Jakarta, Indonesia , Kementerian Pendidikan Dasar dan Menengah, Jakarta, Indonesia

DOI:

https://doi.org/10.67686/didaktika.v10i2.2602

Abstrak

Ketimpangan mutu pendidikan Indonesia mencerminkan kesenjangan kapasitas guru, pembelajaran, infrastruktur, dan tata kelola antardaerah. Kajian ini mengeksplorasi Sekolah Nasional Terintegrasi (SNT) sebagai desain kebijakan ex ante untuk meningkatkan mutu pendidikan dan pembangunan sumber daya manusia menuju Indonesia Emas 2045. Kajian ini juga membuka asumsi kebijakan terhadap telaah ilmiah dan masukan publik. Analisis kebijakan kualitatif diterapkan pada lima dokumen resmi Juli 2026—satu instruksi presiden, dua dokumen komunikasi publik, dan dua dokumen kerja internal terbatas—serta literatur mutakhir terindeks Scopus dan Sinta. Empat temuan sesuai dengan tujuan kajian. Pertama, SNT merupakan ekosistem SMP-SMA terintegrasi yang memadukan transformasi infrastruktur, sumber daya manusia, serta karakter-pembelajaran dengan pengimbasan wilayah melalui pusat pengajaran dan pembelajaran. Kedua, 17 lokasi awal di 13 provinsi dipersiapkan beroperasi pada 2026/2027 melalui tiga moda transisi, sedangkan 20 lokasi lain memasuki pembangunan. Ketiga, teori perubahan menghubungkan regulasi, pendanaan, fasilitas, kepemimpinan, guru, kurikulum, sistem digital, dan kemitraan dengan Pembelajaran Mendalam, pengembangan profesional, hasil antara, pemerataan mutu, dan pembangunan sumber daya manusia. Keempat, masa transisi dan perluasan memerlukan standar kesiapan minimum, data dasar, mitigasi risiko, pemantauan 30, 90, dan 180 hari, evaluasi independen, masukan publik, dan revisi iteratif. Kajian ini tidak mengklaim dampak program, tetapi merumuskan mekanisme yang dapat diuji dan prioritas evaluasi.

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