Based on research conducted by the Planning, Evaluation, and Reporting Subdivision (PEP) of the Majalengka Regency Education Office in the Planning, Evaluation, and Reporting Division, the author found a problem or obstacle, namely “suboptimal service of Basic Education Data (DAPODIK).” This issue remains an ongoing problem, as indicated in a letter from the Ombudsman of the Republic of Indonesia regarding the results of the 2021 public service standard compliance assessment. The Education Office received a score of 40.36, classified as low compliance. One of the public services provided by the Education Office, particularly within the Planning Subdivision, is the Service of Basic Education Data (DAPODIK).
Figure 1. Compliance Rating of Public Services Provided by the Majalengka Regency Education Office
The background to this problem is caused by various factors, ranging from the application managed by school operators sometimes experiencing several obstacles, including incomplete documents that must be entered into the school's DAPODIK application and heavy internet traffic when sending data, resulting in suboptimal management of DAPODIK. This requires handling by DAPODIK operators at the district level. Limitations in facilities and infrastructure for complaint services have led to a backlog of users seeking to report issues related to the school DAPODIK application. Additionally, the absence of Standard Operating Procedures (SOPs) for DAPODIK services results in unclear estimates of the time required to resolve each complaint. In order to organize and manage the national education system, the Ministry of Education, Culture, Research and Technology needs to develop and implement a national education information system that contains an education database based on information and communication technology, to realize a relational education database so that it is able to produce data for each educational entity, as well as accommodate and integrate all data generated from data collection activities, It is necessary to design the Basic Educational data.
The negative impact of suboptimal DAPODIK services is that public or user satisfaction is not fully met, thereby creating a negative image of government agencies and civil servants (Rahmatika Fazri, 2022). The Basic Education Data (DAPODIK) is used as a reference for the Ministry of Education and Culture's programs, therefore, if a school does not fill in the Basic Education Data (DAPODIK), that school will not receive assistance, including the Education Unit Operational Assistance (BOSP) fund which is a government initiative to increase access to quality education, especially for students from underprivileged families, as part of efforts to support the completion of the nine-year compulsory education program, teacher allowances, assistance for school facilities and infrastructure, and all the benefits and functions described above if DAPODIK is
filled in, because the school is not registered with the Ministry of Education and Culture (Anshorulhad Aam, 2025).
The government needs to conduct direct verification in the field to ensure the accuracy of the data inputted into the Dapodik system. There are still often discrepancies between the recorded data and the real conditions in the field, which has the potential to harm the beneficiaries. For example, conceptually, the Education Unit Operational Assistance Program (BOSP) is intended for students from underprivileged families. However, in practice, there are still students from the poor who have not received adequate education services. This discrepancy is contrary to the main objectives of the BOSP program, so it needs to be reviewed and improved so that its implementation is in accordance with the goals that have been set.
The success of the Education Office in improving access, quality, and governance of education is supported by policies, the quality of human resources, adequate infrastructure, and the role of the community and the business world. However, challenges such as educational disparities between regions, high dropout rates, and suboptimal use of technology remain (Ma'ruf Umar, 2024).
From the findings of the problem in accordance with the Law of the Republic of Indonesia Number 25 of 2009 concerning Public Services Solving public service problems requires the role of the government through policies, the quality of human resources, adequate infrastructure, and the role of the community and the business world (DPR RI, 2009).
According to Zeithmal-Parasurman-Berry (1990) in the book Public Administration Theory (Pasalong Harbani, 2017), to determine the quality of service actually experienced by consumers, there are indicators of consumer satisfaction based on five dimensions of service quality according to what consumers do, including tangibles, reliability, responsiveness, assurance, and empathy.
The five dimensions of survqual are: (1) Tangibles, which are the physical aspects of service quality, such as office facilities, computerized administration, waiting rooms, and information centers. Based on field findings, there is evidence that the implementation of the Basic Education Data (DAPODIK) service still lacks waiting room facilities, often causing a buildup of service users. Additionally, the heavy internet traffic during data transmission, (2) Reliability refers to the ability and reliability to provide trustworthy services. Based on field findings, the reliability of staff in providing trustworthy services is already optimal. This is evidenced by the resolution of various issues within the scope of the Basic Education Data System (DAPODIK). However, the reliability of school DAPODIK operators still needs to be improved to enhance their mastery of the DAPODIK application. (3) Responsiveness is the ability to assist and provide services quickly and accurately, as well as respond to consumer needs. DAPODIK services currently lack Standard Operating Procedures (SOPs) and are implemented manually, resulting in significant delays in addressing user issues. Therefore, the Education Department must establish Standard Operating Procedures (SOPs) for DAPODIK services and maximize the use of technology
to enhance efficiency and optimize service delivery. (4) Assurance is based on field findings indicating that service quality in terms of assurance is not yet optimal due to the absence of Standard Operating Procedures (SOPs) for DAPODIK services, making it impossible to guarantee estimated resolution times for related issues. (5) Empathy is demonstrated through a firm yet attentive attitude toward customers. Based on the findings obtained in the field, the empathy of the staff is already optimal and is supported by the provision of drinking water for the community or service users while waiting.
Table 1. Dapodik Service Standards
| Completion Period | Fees/Rates | Facilities | Implementing Competencies | Number of Implementers |
|---|---|---|---|---|
| One working day | No fees |
1. Computer/Laptop 2. Printer 3. Office stationery 4. Internet network |
1. Minimum S1 education 2. Mastering computer operation 3. Mastering data processing using computer programs |
One person |
Based on the DAPODIK service table standards, the completion time is aimed to resolve issues on the day of the complaint or within one working day. DAPODIK services do not require any fees to be paid by service users, and the facilities and competencies of DAPODIK service providers in the planning sub- division are adequate. However, there is still a need to increase the number of DAPODIK service providers who meet the required competencies. Service management implementation needs to be carried out to improve the quality or fulfillment of DAPODIK operator competencies (Azizah Nur Feby, 2024).
The fulfillment of minimum service standards needs Dapodik to continue to be improved, because in Dapodik there are various data that function as a support for improving the quality of education in Indonesia. DAPODIK is used to capture all data related to school institutional and curriculum data, student data, teacher and employee data, as well as data on facilities and infrastructure of each school throughout Indonesia. This can help realize the ideals of national education, until now the Government is still faced with various problems, both internal and external problems, such as the level of quality of educators who have not met quality standards, school facilities that are still inadequate and the limited education budget provided by the government, in addition to internal factors that are the most difficult challenges for the Indonesian nation in the era Globalization in the 21st century is how to prepare intelligent, superior and
competitive Human Resources. Only with intelligent, superior and competitive human capital will a nation be able to partner and compete at the global level.
One of the benchmarks of a country's progress lies in the achievement of its Human Resources development. Education is even the main aspect for countries that want to develop and master technology. Every country has a responsibility to educate its people, including Indonesia. This is reflected in Article 31 paragraph (1) of the 1945 Constitution of the Republic of Indonesia which states that every citizen has the right to receive education in order to develop their potential to the maximum. To realize this mandate, the government has established Law Number 20 of 2003 concerning the National Education System as the legal basis in the implementation of education in Indonesia.