Fragmentasi Implementasi Kebijakan Pendidikan Nasional: Analisis Komparatif Tata Kelola Sekolah Dan Madrasah Di Indonesia

Abstract

chools and madrasahs hold equal standing in Indonesia's national education system. However, their oversight falls under two distinct ministries Kemendikdasmen and Kemenag which inherently creates a risk of policy fragmentation. This literature study employs a descriptive-qualitative approach, systematically reviewing official regulations and scholarly articles indexed in SINTA and Scopus, published from 2021 to 2026, utilizing document analysis and narrative synthesis. Applying the Van Meter and Van Horn (1975) implementation framework, the analysis reveals fragmentation across four critical areas: inconsistent regulatory enforcement, significant regional disparities in BOS and BOP funding schemes, inequitable access to digital learning platforms based on economic stratification, and unbalanced admission quotas for the Madrasah Teacher Professional Education (PPG) program. Furthermore, the post-October 2024 restructuring, which dissolved the Ministry of Education, Culture, Research, and Technology into three separate ministries, has substantially complicated cross-sectoral coordination. In light of these challenges, this study formulates three actionable and practically oriented recommendations for policy negotiation: first, fortifying inter-ministerial coordination forums with advisory and monitoring functions; second, integrating the EMIS and Dapodik databases to create a unified reference for allocating educational budgets to regional governments; and third, systematically aligning existing operational standards with the overarching national policy framework to promote coherent and unified educational governance.