Integration of National Education Policy: Analysis of Quality, Quantity, Effectiveness, and Efficiency

Abstract

The implementation of national education policies at the school level often encounters challenges due to differences in institutional capacity, infrastructure availability, and local educational contexts. This study aims to analyze the integration of national education policies with educational practices at MI Al Hidayah II Kota Kediri using four key indicators: quality, quantity, effectiveness, and efficiency. This research employs a descriptive qualitative approach, with data collected through field observations, informal interviews, and document analysis of national education policies such as the National Education Standards and the Merdeka Curriculum. The findings reveal that in terms of quality, the school has implemented the Merdeka Curriculum and achieved several non-academic accomplishments, although facilities remain limited, including the absence of a library, suboptimal classrooms, and limited learning media. In terms of quantity, the school operates one study group with 75 students across six grade levels and collaborates with the Ar-Risalah Orphanage to improve access to education. In terms of effectiveness, student and teacher attendance is well maintained, flagship programs such as dhuha prayer and BTQ are consistently implemented, and a substitute teacher system is applied when teachers are absent. In terms of efficiency, the school optimizes its limited resources through external partnerships, particularly with the local health center and orphanage. This study concludes that the integration of national education policies has been implemented sufficiently well. The findings contribute to providing empirical insights into how Islamic elementary schools adapt national education policies within resource-limited contexts and may serve as a practical reference for policymakers and school managers in strengthening policy implementation at the primary education level.