Digital-Based Student Administration Services And Principals’ Digital Competence In Elementary Schools Of Alu District

Abstract

Introduction: The integration of digital technology into school administration is increasingly important for improving efficiency, transparency, and educational service quality. However, studies on digital student administration in rural elementary schools remain limited.

Purpose: This study investigates the implementation of digital-based student administration services in elementary schools in Region I of Alu District, Indonesia, focusing on administrative practices, principals’ digital competence, supporting and inhibiting factors, and their implications for service quality.

Method: A qualitative case study approach was employed involving eight principals and fifty-six teachers selected through purposive sampling. Data were collected through observations, interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña..

Findings: Digitalization has been applied to student admission, data management, transfer administration, learning support, evaluation, reporting, counseling, and graduation services. Principals demonstrated technical, managerial, pedagogical, and transformational competencies. Supporting factors included infrastructure, leadership, government assistance, and human resources, whereas internet limitations, inadequate devices, and uneven digital skills remained major challenges.

Conclusion: Digital-based student administration enhances efficiency, data accuracy, information accessibility, and educational service quality. Principals’ digital competence plays a crucial role in sustaining digital transformation in rural elementary schools.

Keywords: digital transformation, student administration, digital competence, digital leadership, educational service quality.