Comprehensive Management of Educational Facilities and Infrastructure to Enhance Learning Quality in Public Elementary Schools
DOI:
https://doi.org/10.58905/jse.v7i1.1.803Keywords:
Educational Facilities Management, Educational Infrastructure, elementary school students, Learning QualityAbstract
The management of educational facilities is widely held to support learning quality in elementary schools, yet the evidence usually rests on physical availability rather than on the managerial cycle as a whole. This study analyzes the comprehensive management of educational facilities and its relation to the quality of the learning process at two public elementary schools: SD Negeri Gunungkembang in Cianjur Regency and SD Negeri Warungcaringin in Bandung Regency. A qualitative multiple-case study involved 22 participants (2 principals, 2 facilities officers, 8 teachers, and 10 students), 14 observation sessions, and 38 documents, analyzed with ATLAS.ti. Learning quality is operationalized through five indicators of process quality drawn from the national process standard and the engagement literature; no achievement data, test scores, or before-and-after measurements were collected. Each of the six management stages, namely planning, procurement, inventory, utilization, maintenance, and evaluation, was rated against a three-level criterion of systemic integration. Gunungkembang reaches the systemic level on four stages and Warungcaringin on none, with both remaining at the documented level elsewhere. The decisive difference is whether evaluation output demonstrably re-enters planning, while both schools share a structural weakness: inventory ledgers are not cross-referenced to maintenance logs. Where facilities were managed through a closed cycle, the process-quality indicators were observed to be present; this is reported as an observed association, not a demonstrated causal effect. Closing the loop requires documentary continuity rather than additional funding.
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