Digital Transformation in Education: A Study on School Readiness

for the Implementation of E-Reports in the Context of Datafication in

West Sumatra for Quality Education (SDGs)

Junaidi

, Ika Sandra

, Nurlizawati

, Delmira Syafrini, Hendrik Heri Sandi, Lia Amelia,

Novran Juliandri Bhakti, Revitasari, Muhammad Alfian, Rama Arya Kurniawan and

Syabrina Al-Fitria Sari

Universitas Negeri Padang, Indonesia

Keywords: Datafication, Schools, Readiness, E-Raport.

Abstract: The phenomenon of datafication in schools has significantly transformed educational administration,

introducing a new governance logic that shifts between centralized and decentralized regulatory models

through interconnected systems. However, the adoption of datafication in education is influenced by socio-

cultural factors, particularly when models shaped by Anglo-American practices are applied to countries like

Indonesia, where cultural and social conditions differ. This research focuses on school readiness for

implementing datafication, especially in learning evaluations through e-reporting (e-raport), and examines the

disparities between urban and rural schools in this context. Using a qualitative methodology, this study

explores the experiences of stakeholders involved in implementing e-raport systems. The research progresses

through four stages: (a) initial investigation, involving field surveys and team discussions; (b) design, focusing

on developing interview formats and questions; (c) construction, where data is collected, classified, and

processed; and (d) evaluation and revision, incorporating triangulation for data validation. Findings reveal

distinct differences in readiness for datafication between urban and rural schools. Urban schools demonstrate

greater adaptability due to better infrastructure, access to training, and a more receptive technological culture.

However, challenges such as age-related resistance among older teachers persist. In contrast, rural schools

struggle with limited infrastructure and a less technology-oriented culture, further hindering their ability to

adapt. This highlights the importance of addressing both infrastructural and socio-cultural readiness,

particularly through targeted education and training programs, to ensure equitable implementation of

datafication across diverse school contexts.

1 INTRODUCTION

Data integration through digital information systems

has become an essential component in the educational

landscape (Williamson, 2019). The process of

digitalization has progressively extended across

multiple domains within education, encompassing

not only the activities of educators and students but

also the entire pectrum of teaching, learning, and

educational management processes. The data derived

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from these activities is subsequently utilized to

inform evaluation processes and support decision-

making by relevant stakeholders (PANGRAZIO et

al., 2022). Datification, understood as the application

of data to objectively assess the social behaviors of all

components within a school, facilitates real-time

monitoring, racking, and analysis, thereby

contributing to the development of a more effective

system of educational governance (B. Stewart et al.,

2023). From a conceptual perspective, datification

Junaidi, , Sandra, I., Nurlizawati, , Syafrini, D., Sandi, H. H., Amelia, L., Bhakti, N. J., Revitasari, , Alﬁan, M., Kurniawan, R. A. and Sari, S. A.-F.

Digital Transformation in Education: A Study on School Readiness for the Implementation of E-Reports in the Context of Dataﬁcation in West Sumatra for Quality Education (SDGs).

DOI: 10.5220/0013412400004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 645-655

ISBN: 978-989-758-752-8

645

represents a more expansive form of digitalization,

which entails the processing and application of data

to enhance the understanding, modeling, and

improvement of various facets of human existence

(Haryono, 2023). This paradigm aims to

fundamentally transform the way data is leveraged to

underpin more effective educational decision-

making. However, in the context of Indonesia, despite

the implementation of digitalization, the adoption of

datification within the educational system—

particularly through electronic report cards—requires

a level of readiness that surpasses mere technological

competence.

Figure 1: Bar chart of datafication usage by sector, BFSI,

government, education, and others (source:

scoop.market.us).

Datification in education also serves as a response

to the demands of neoliberalism within modern

educational systems, which emphasizes increased

accountability and data-driven measurement within

schools (Mertala, 2020). In the context of the

corporatization and commercialization of education,

the need for data-based measurement has become

increasingly critical to ensure transparency and

effectiveness (Fawns, Aitken, and Jones, 2021). This

focus on data-driven governance aligns with SDG 4

(Quality Education), which advocates for inclusive,

equitable, and quality education, as well as the

promotion of lifelong learning opportunities for all.

On the other hand, the phenomenon of datification

has had significant implications for the practice of

educational administration within schools (Daliri-

Ngametua, 2022). Datification in schools has

transformed regulatory structures from those that

were once centralized and hierarchical into more

decentralized systems interconnected through

networks (Takayama and Lingard, 2019). These

changes, if implemented effectively, could contribute

to improving educational management and ensuring

that learning outcomes are more systematically

measured and evaluated, thereby advancing the goal

of quality education. However, despite its

introduction by Western countries in 2013, the

implementation of datification in Indonesia requires

careful consideration of the country's distinct social

and cultural dimensions. The influence of Anglo-

American educational models within this approach

must be adapted to better align with the local

Indonesian context (Lewis, Holloway, and Lingard,

2022). Therefore, conducting research on the

implementation of electronic report cards (e-raport)

within the Indonesian educational context is crucial to

understanding the preparedness of schools in

addressing the challenges of implementing

datification. This research is particularly significant

for advancing SDG 4, as it addresses the need for

better data-driven decision-making and evidence-

based improvements in education.

Since 2019, Indonesia has implemented an

electronic-based evaluation system, or e-report, to

enhance the efficiency and effectiveness of the

educational process (Agustini et al., 2020). The e-

report system provides an easier way to monitor and

evaluate students' learning progress digitally, in line

with technological advancements in the digital era

(Anastassia Amellia Kharis and Haqqi Anna Zili,

2022). However, despite its promise for progress in

educational administration, there are numerous

challenges that must be addressed, both from a

technological perspective and in terms of the social

and cultural readiness of its users, such as teachers

and schools (Merdekawati and Rahayu, 2022). The

success of e-report implementation depends not only

on the technical capabilities of the system itself but

also on an understanding of the social and cultural

context within the educational environment

(Febriyanto, Naufal, and Sulistiawati, 2020). The

application of e-report within the 2013 Curriculum,

which covers both primary and secondary education

in Indonesia, presents significant challenges in

understanding and implementing datafication. The e-

report application often undergoes system updates,

while internet access in some regions remains limited,

and the lack of teacher competence, as well as

suboptimal data integration, further complicate its

implementation (Hamidi and Mahsun, 2020).

Although digitalization in Indonesia is steadily

progressing, the concept of datafication remains

relatively new and under-researched, particularly in

the context of Indonesian education. This study aims

to fill this gap by analyzing the readiness of schools

to implement e-reports in the era of datafication,

comparing urban and rural schools, and providing

insights into potential social and cultural tensions that

may arise within the education bureaucracy

(Manovich, 2017). This is based on previous

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

646

research, which has not sufficiently focused on

aspects of readiness from the perspective of urban and

rural school segmentation

2 METHOD

This study adopts a qualitative research methodology,

employing techniques such as observation,

interviews, and document analysis. The qualitative

approach enables the researcher to make comparisons

across various stakeholders involved in the

implementation of datafication in learning evaluation

(E-Report) and to explore the reciprocal relationships

between these factors. Furthermore, qualitative

methods such as interviews and document analysis

are deemed more appropriate for addressing the

research questions, as they allow for a comprehensive

narrative description of the findings (Pangandaheng

et al., 2022). However, during data collection, a few

obstacles were encountered. For example, during the

interviews, not all teachers and staff were

forthcoming or honest about the implementation of

the e-report system. Additionally, when collecting

documents, some schools were not open to providing

the requested materials.

For data analysis, the study will utilize

computer-assisted qualitative data analysis software

(CAQDAS), specifically Nvivo (Pangandaheng et al.,

2022). This choice aims to minimize potential biases

that may arise during qualitative research (Haryono,

2023). Through this analysis, the study seeks to

provide an in-depth comparison and uncover both

linear and holistic relationships (Karman, 2019). The

study case sites include government institutions and

schools. Participants were selected using purposive

sampling, as they represent the institutions and

schools involved in the implementation of e-reporting

systems. Semi-structured interviews were employed,

guided by a set of specific questions or topics,

commonly referred to as an interview guide (Karman,

2019). This semi-structured format allows for

flexibility, enabling the researcher to probe additional

open-ended questions on relevant topics as they arise

during the interviews (Hamidi and Mahsu, 2020).

Additionally, document analysis was conducted to

gather supplementary data, including official

documents from various institutions involved in the

implementation of datafication in learning evaluation

(E-Report). These documents ranged from national

policies issued by the Ministry of Education and

Culture (Kemendikbud Ristek) to regional policies

from district/city and provincial education

departments.

3 RESULT AND DISCUSSION

3.1 the Introduction of Datafication in

the Educational Context and the

Implementation of E-Report in

West Sumatera

In recent years, the digital landscape has experienced

rapid development, accompanied by increasingly

effective and efficient technologies. These

advancements have significantly influenced daily

human life, making it more structured and

analyzable—a phenomenon known as datafication

(Williamson, Bayne, and Shay, 2020). Datafication

has become a critical concept in modern society,

offering a wide range of applications across various

fields. In the context of education, datafication

presents substantial opportunities for managing and

enhancing the quality of learning in schools.

However, it also introduces challenges that need to be

addressed (Daliri-Ngametua, 2022). As key pillars of

educational modernization, datafication and

algorithmization are driven by the pursuit of

increased efficiency and effectiveness. Learning

analytics systems play a crucial role in collecting,

analyzing, and reporting student data, thereby

supporting comprehension and optimization of the

learning process (Supriadi, 2024).

Teachers, educational systems, and policymakers

must view datafication as a fundamental aspect of

educational modernization, contributing to the

broader digital transformation of education

(Anastassia Amellia Kharis and Haqqi Anna Zili,

2022). One specific example of datafication in

practice is the implementation of the E-Report

system, which digitizes the process of reporting

students' learning outcomes. The E-Report, a digital-

based assessment system, has been implemented

across various educational levels in Indonesia to

support the modernization of school administration

(Agustini et al., 2020). Designed to replace traditional

manual assessment methods, the system aims to

enhance efficiency, accuracy, and transparency in

reporting student performance (Febriyanto, Naufal,

and Sulistiawati, 2020).

Despite its advantages, the implementation of the

E-Report system in Indonesia faces complex

challenges, including infrastructure readiness, the

capacity of human resources, and stakeholder

acceptance (Aprilianti et al., 2023). Research

conducted in several schools in West Sumatra, with

informants comprising school principals, teachers,

and operators, indicates that the adoption of the E-

Digital Transformation in Education: A Study on School Readiness for the Implementation of E-Reports in the Context of Dataﬁcation in

West Sumatra for Quality Education (SDGs)

647

Report system has brought significant improvements

to the management of student learning outcome

reports.

The findings from two distinct research locations

indicate that school principals expressed appreciation

for the innovation offered by the e-report system,

stating that the platform has enhanced the efficiency

and security of student grade management compared

to the previous manual methods. However, they also

noted several technical challenges, such as limitations

in internet connectivity, which often occur when

many teachers access the system simultaneously,

particularly as the deadline for grade submission

approaches. This suggests that while the e-report

system is functioning well, the supporting

infrastructure, such as stable internet access, needs to

be improved in order to optimize the implementation

of the system.

Figure 2: The principal's opinions are analyzed using

NVIVO (Source: NVIVO Application).

Additionally, as a teacher, the feedback provided

reflects a positive view of the e-report system's

implementation. The teacher stated that the system

has made the process of entering and storing grades

more organized, efficient, and secure. However, some

colleagues who are not yet familiar with digital

technology still face challenges in understanding the

system’s workflow. With a deeper understanding of

the system, the teacher believes that educators will be

better able to manage student assessments in a more

transparent and effective way. Therefore, more

comprehensive training is needed to ensure that all

teachers can use the e-report system smoothly and

effectively.

Figure 3: The teacher’s opinions are analyzed using

NVIVO (Source: NVIVO Application).

From the perspective of school administrators, the

e-report system is considered a practical solution that

replaces the previous manual, paper-based methods.

The administrators also emphasized the importance

of integrating the e-report system with national

educational data, which allows student information to

be directly utilized for various purposes without the

need for redundant data entry. This practicality and

efficiency provide significant advantages for the

administration, as it helps reduce the potential for

human error in data management. Furthermore, while

the e-report system has streamlined administrative

processes, administrators noted that certain areas still

require improvement, particularly in terms of user

experience and network optimization, to ensure a

smoother grading process free from technical

disruptions. Ongoing evaluation of the system is

essential to adapt it to the evolving needs of its users,

including teachers, school principals, and operators.

In conclusion, the implementation of the e-report

system has positively impacted the educational

environment by enhancing efficiency, transparency,

and data management—key components of quality

education. By streamlining administrative processes

and improving the tracking of student performance,

the system contributes to a more responsive and data-

driven learning environment. However, challenges

remain, such as the need for a deeper understanding

of the system’s workflow by teachers and

improvements in infrastructure, particularly internet

connectivity. Addressing these issues is essential to

fully realize the potential of the e-report system in

supporting quality education. To achieve optimal

outcomes, comprehensive teacher training and

continuous improvements to both the system and

infrastructure are necessary. By doing so, the e-report

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

648

system can not only enhance administrative

efficiency but also foster better learning outcomes,

aligning with the broader goals of quality education

as outlined in the Sustainable Development Goals

(SDGs).

Figure 4: The opinions of school operators are analyzed

using NVIVO (Source: NVIVO Application).

3.2 School Readiness in Implementing

of E-Report

Datafication has become a crucial element in the

digital era's educational transformation, supporting

more effective, inclusive, and sustainable education.

It encompasses various aspects of education, such as

teaching processes, administration, and assessment,

by structuring and integrating them into accessible,

technology-driven information management

platforms (Yuli Endra and Synta Aprilita, 2018). One

key application of datafication in education is the

implementation of the e-report system. E-report is a

web-based software used to compile student

competency reports at the institutional level, which

includes complex data on attendance, academic

performance, behavior, and student development, all

integrated with the National Education Data

(DAPODIK) on a single digital platform (Sastra et al.,

2023).

The e-report website is designed to streamline

the generation of competency reports and data

collection, making it easier to determine student

rankings as assessed by subject teachers (reference).

While it offers significant benefits, the

implementation of datafication in education also

presents complex challenges, necessitating careful

management by all involved stakeholders (Ydesen

and Elfert, 2023). The success of datafication largely

depends on school infrastructure readiness, including

internet connectivity, hardware, and relevant

software. This paper discusses school readiness in

implementing e-reports, based on a case study across

two different locations to provide a comprehensive

comparison. The study examines factors such as

differences in resources, human capital, and

technological readiness in urban versus rural areas,

which influence e-report implementation in schools.

The comparison between these locations is crucial to

understanding how these factors impact the

application of e-reports in schools. The analysis of

these differences aims to identify key factors

necessary to enhance school readiness, with Padang

city representing an urban location and Tapan district

representing a rural location. The selection of these

areas is intended to compare how datafication policies

are implemented in different contexts (Monalisa,

Imron, and Riyandi, 2021).

3.3 Availability of Facilities,

Infrastructure, and Supporting

Resources

Facilities and infrastructure are essential for the

successful implementation of the e-report system in

schools Radiating out rather than scaling up:

Horizontalism and digital educational governance in

Ghana (Gallagher, Evans, and Sarpong-Duah, 2024).

This includes both hardware (computers, servers, and

internet) and software (the e-report system itself),

which form the foundation of datafication.

Additionally, physical infrastructure, such as

computer labs with stable internet access, plays a

critical role in the system’s successful

application.Interviews with the school principal

indicate a high level of readiness for datafication at

the first location. According to the principal, both

teachers and operators feel supported by the available

technology and infrastructure, which allows for

effective use of the e-report system. The principal

emphasized that the e-report system greatly aids

teachers in completing administrative tasks quickly

and accurately, especially with supporting software

like Microsoft Excel and Google Workspace (Google

Sheets, Google Drive), which facilitate collaboration

among teachers.

However, despite having complete

facilities, such as computer labs and WIFI access,

challenges remain. The principal highlighted

coordination among teachers as one of the main

obstacles in maximizing the use of available

resources. Moreover, findings also show that teachers

responded positively to the e-report system, noting

that it simplifies the analysis of student progress and

accelerates reporting to parents. However, some

Digital Transformation in Education: A Study on School Readiness for the Implementation of E-Reports in the Context of Dataﬁcation in

West Sumatra for Quality Education (SDGs)

649

teachers pointed out challenges such as meeting the

deadlines for entering grades, especially when

students have not completed their tasks or grade

corrections by the system’s deadline. Technical

issues, such as slow system performance when

multiple teachers access it simultaneously near the

deadline, were also mentioned. Overall, both the

principal and teachers agreed that while the e-report

system has many positive impacts, improvements in

network capacity and system optimization are still

needed.

Figure 5: Datafication of E-Report in Location 1 (Urban

Area) (Source: NVIVO Application).

Figure 6: Datafication of E-Report in Location 2 (Rural

Area) (Source: NVIVO Application).

The findings reveal a marked contrast in the

implementation of the e-report system between

Location 1, an urban area, and Location 2, a rural

area. The school principal in Location 1 welcomed

the introduction of the e-report system as an

innovative advancement in education. However, the

principal also outlined significant challenges faced in

implementing the system in the rural context. One

major obstacle identified was the availability of

adequate equipment. Most teachers in Location 2 lack

personal laptops and are dependent on a limited

number of school-provided computers, which are

insufficient to support all necessary activities,

including the implementation of the e-report system.

Some schools in Location 2, in fact, lack a computer

laboratory entirely. From the perspective of the

teaching staff, another significant challenge was the

inconsistent and insufficient access to reliable

internet connectivity. This lack of stable internet has

caused delays in the data input and synchronization

processes within the e-report system, which should

ideally be efficient and effective. Despite these issues,

the principal emphasized the school's commitment to

adapting to the e-report system, and has initiated

coordination with the relevant educational authorities

to secure the necessary infrastructure and resources to

support its effective implementation.

3.4 Human Resource Readiness

Teachers are the primary users of the e-report system,

responsible for inputting grades, validating data, and

ensuring alignment with curriculum standards.

However, their technical skills in using digital tools

vary, depending on factors like age, education, and

experience with technology. Teachers familiar with

software like Microsoft Excel or Learning

Management Systems adapt more easily, while those

less experienced, particularly older teachers, face

challenges in navigating the system’s interface and

troubleshooting technical issues (Zhao et al., 2024).

To bridge this skills gap, specialized training

focused on both the technical aspects and the

conceptual benefits of the e-report system is essential.

Successful e-report implementation depends on the

competence and readiness of human resources (HR)

(B. E. Stewart and Lyons, 2021). The principal, as a

key decision-maker, is committed to providing

comprehensive technical support, coordinating with

the Education Office for training, monitoring, and

evaluation, and ensuring that both teachers and

operators acquire the necessary skills. A dedicated

team has been formed to address technical issues,

prioritizing HR support for improved e-report

application.

From the teachers' perspective, technical

training, guidance, and ongoing evaluation have been

crucial in facilitating the system’s adoption. One

teacher noted that although the e-report system

initially felt complex, the socialization efforts and

support boosted their confidence in transitioning from

manual to digital grading. This indicates strong

technical readiness in location one. In contrast,

location two faces challenges due to limited

socialization and lack of understanding among HR.

The principal noted the absence of staff with the

expertise to lead e-report socialization and the limited

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

650

number of schools in the area, which hinders

collaboration. As a result, teachers in location two

rely heavily on the Education Office or external

parties for training and support

3.5 Organization Readiness

Internal school policies are crucial for guiding the

integration of technology in education, including the

implementation of e-reports. These policies should

address infrastructure, staff training, and continuous

system evaluation (Badawy and Alkaabi, 2023).

Without clear policies, the implementation of e-

reports risks becoming disorganized and ineffective.

The policy on technology integration should align

with the school's vision, explicitly committing to the

use of technology for learning and assessment. The

principal should mandate the use of e-reports for

recording and reporting student outcomes. This

policy must be supported by Standard Operating

Procedures (SOPs) detailing system usage, including

data input, grading, and reporting.

Policies must also allocate sufficient budgets

for hardware, software, and staff training. Schools

should ensure dedicated funds for these technical

needs, such as purchasing computers or updating

software.The e-report implementation process must

be clearly defined, outlining roles and

responsibilities, from teachers inputting grades to the

principal overseeing the evaluation process. Access

control procedures must ensure that only authorized

personnel can modify data, and the system should

include reporting mechanisms for technical issues.

Ongoing evaluation is essential to monitor system

implementation, assess adherence to procedures, and

address technical problems. Evaluations can be

conducted through surveys or data analysis to refine

the system. Effective coordination among all

stakeholders—teachers, principals, administrative

staff, and the Education Office—is vital. Teachers, as

primary users, must be involved in training and

supported with technical assistance. The principal

ensures efficient implementation, while

administrative staff handle data accuracy and

technical issues. The Education Office ensures the

system complies with national policies and provides

additional training or updates as necessary.

3.6 Parents and Students Readiness

The e-report system is a digital innovation that

replaces paper-based student progress reports,

offering a more efficient and transparent way to track

academic performance. It allows teachers to provide

detailed reports, enables parents to monitor their

child's progress online, and encourages students to

actively engage in tracking their academic growth.

However, challenges remain, particularly regarding

the readiness of parents and students to use the

technology. Students' ability to understand and utilize

the e-report system varies, especially for those with

limited access to technology. Similarly, parents must

be able to interpret the data effectively to support their

child's learning.

To address these challenges, schools should

provide training for both parents and students,

ensuring they can access and understand the e-report

system. Additionally, ensuring equitable access to the

necessary technology is essential. With proper

preparation, e-reports can enhance student

development and strengthen collaboration between

schools and parents.

Figure 7: The schools readiness is analyzed using NVIVO

(Source: NVIVO Application).

The results of this field study suggest that the

implementation of the e-report system has generally

received a positive response from various

stakeholders, particularly schools across two different

locations. However, despite this positive reception,

the overall readiness of schools to implement the e-

report system remains hindered by several challenges,

even in urban areas. These challenges can be analyzed

through four key dimensions: the availability of

infrastructure and supporting facilities, human

resource readiness, organizational preparedness, and

parental readiness. The disparity in readiness between

the two locations underscores that the successful

implementation of the e-report system is contingent

upon a variety of factors. This includes the necessity

for coordinated collaboration among multiple parties,

ranging from the relevant educational authorities to

the parents—who, due to limited familiarity with the

system, require comprehensive socialization and

ongoing support efforts.

Digital Transformation in Education: A Study on School Readiness for the Implementation of E-Reports in the Context of Dataﬁcation in

West Sumatra for Quality Education (SDGs)

651

Furthermore, based on further discussions with

various stakeholders, it became clear that the

implementation of the e-report system would require

some time to ensure a smooth and effective process.

Stakeholders, including school principals, teachers,

and administrators, highlighted that while the system

holds great potential, a phased approach is necessary

to address any challenges that may arise during its

rollout. They emphasized the importance of

continuous support, effective communication, and

proper coordination among all parties involved to

facilitate a seamless transition to digital reporting.

In addition to this, stakeholders recommended

that schools in rural areas, in particular, should be

provided with additional resources and opportunities

for training. Teachers and staff in these areas would

greatly benefit from specialized workshops and

ongoing professional development, which would help

them become more comfortable with the new system

and enhance their technical skills. This targeted

training would not only support the implementation

of the e-report system but also contribute to long-term

improvements in teaching practices and

administrative efficiency. By engaging teachers and

staff through such training programs, rural schools

can better equip themselves to overcome existing

challenges and ensure the success of the e-report

system in the future."

This version expands on the stakeholder feedback,

highlighting the need for a phased implementation,

ongoing support, and specific recommendations for

rural schools. It also provides a more comprehensive

view of how these insights influence the findings and

the recommendations for improvement.

Table 1: The disparities between urban and rural schools in

implementing datafication based on few factors.

Key factors

Urban

Rural

School Readiness

in Implementing

of E-Report

Better

infrastructure

: Reliable

internet,

advanced

hardware, and

relevant

software, More

resources

available for e-

report system

implementatio

n, Higher

human

capital:

Educators and

staff more

likely to be

Limited

infrastructure

: Less reliable

internet and

outdated

hardware,

Fewer

resources

available for

implementing

e-reports,

Lower human

capital:

Limited access

to trained

personnel and

professional

development

trained in

digital tools

and Higher

technological

readiness due

to access to

modern

technology and

platforms.

and Lower

technological

readiness: Lack

of access to

modern

technology and

digital training.

Availability of

Facilities,

Infrastructure,an

d Supporting

Resources

Complete

facilities:

Computer labs,

stable WIFI

access, and

necessary

hardware

(computers,

servers,

internet) and

Technology

support:

Effective use

of the e-report

system with

available

infrastructure

and supporting

software like

Microsoft

Excel and

Google

Workspace.

Limited

resources:

Many teachers

in rural areas

lack personal

laptops and

rely on a few

school-

provided

computers,

Lack of

computer

labs

: Some

schools do not

have a

computer lab,

hindering the

effective use of

the e-report

system and

Inconsistent

internet

access:

Unreliable

internet

connectivity

causes delays

in data input

and

synchronizatio

Human Resource

Readiness

Strong

technical

readiness:

Teachers in

Location 1

have received

necessary

training and

support,

making the

system easier

to use and

Teachers felt

confident

transitioning

from manual to

digital grading

due to good

socialization

efforts and

Limited

technical

skills: Teachers

in rural areas

may have less

experience

with digital

tools, making

the adoption of

the e-report

system more

difficult,

Dependence

on external

support:

Teachers in

rural areas rely

more on the

Education

Office or

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

652

ongoing

support

external parties

for training and

support, as

local staff lacks

expertise to

lead the

system’s

socialization

and Limited

socialization

efforts

: There

are fewer

opportunities

for teachers in

rural areas to

collaborate or

receive proper

training on the

e-report system

Organization

Readiness

Clear policies:

Urban schools

likely have

established

policies and

standard

operating

procedures

(SOPs) for

technology

integration and

Ongoing

evaluation and

coordination

among

stakeholders,

including

teachers,

principals, and

administrative

staff, are

common.

Limited

organizational

support: Rural

schools may

lack clearly

defined

policies and

procedures to

guide the

integration of

technology and

Coordination

challenges:

The rural area

faces

difficulties in

coordinating

between

stakeholders

(teachers,

principals,

administrative

staff,

Education

Office) due to

limited

resources.

Parents and

Students

Readiness

Parental

involvement:

Urban areas

may have

better access to

technology and

training,

allowing

parents to

effectively

monitor their

child’s

progress and

Student

Limited

access to

technology:

Rural students

and parents

may have less

access to the

necessary

technology and

may struggle to

use the e-report

system

effectively and

Need for

readiness:

Students in

urban areas

may have

easier access to

technology and

understand

how to use the

system.

training:

Parents and

students

require training

and support to

understand and

use the e-report

system

effectively.

4 CONCLUSIONS

Datafication has become a critical concept in modern

life, offering applications across various domains. In

education, datafication presents significant

opportunities to manage and enhance the quality of

learning in schools, while also posing challenges that

must be addressed. More specifically, educational

datafication manifests in the form of the E-Raport

system, which plays a central role in assessing student

learning outcomes. However, the implementation of

E-Raport in Indonesia faces complex challenges,

particularly in terms of infrastructure readiness,

human resource capabilities, and stakeholder

acceptance. The success of E-Raport implementation

hinges on the competence and preparedness of human

resources (HR). School principals, as key decision-

makers, are committed to providing comprehensive

technical support by coordinating with the

Department of Education for training, monitoring,

and evaluation. They also ensure that teachers and

operators acquire the necessary skills. The adoption

of the E-Raport system has positively impacted the

educational environment by enhancing efficiency,

transparency, and data management—key

components of quality education. Nevertheless,

challenges remain, such as the need for a deeper

understanding of system workflows among teachers

and improvements in infrastructure, particularly

internet connectivity. Addressing these issues is

essential to realizing the full potential of the E-Raport

system in supporting quality education.

Besides, to improve the implementation of the E-

Raport system in Indonesia, key policy

recommendations include prioritizing investments in

reliable internet and digital infrastructure, particularly

in rural areas. A nationwide training program for

teachers should be developed to enhance both

technical skills and data-driven teaching practices.

Clear policies and Standard Operating Procedures

(SOPs) should define stakeholder roles to ensure

consistent system use across schools. Engaging

teachers, parents, and students through awareness

campaigns will foster support for the system.

Digital Transformation in Education: A Study on School Readiness for the Implementation of E-Reports in the Context of Dataﬁcation in

West Sumatra for Quality Education (SDGs)

653

Additionally, a monitoring and evaluation framework

should be established to track progress and refine

implementation, while ensuring data security and

privacy compliance. These measures will help

overcome challenges and maximize the E-Raport

system’s potential to improve education quality.

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