MEMAHAMI IMPLEMENTASI KEBIJAKAN PENDIDIKAN MELALUI AKTOR KEPEMIMPINAN PADA KONTEKS DAN POLICY ENACTMENT DALAM LITERATUR 2021–2026
DOI:
https://doi.org/10.51878/teaching.v6i4.16137Keywords:
Implementasi Kebijakan Pendidikan, Policy Enactment, Kepemimpinan Pendidikan, Konteks Kebijakan, Systematic Literature ReviewAbstract
ABSTRACT
Educational policy implementation does not proceed linearly from regulatory formulation to practice, as the process is shaped by actors’ interpretations, organizational capacity, resource availability, and the characteristics of the environments in which policies are implemented. This study aims to analyze the development of research on educational policy implementation and policy enactment during the 2021–2026 period, map emerging themes, and develop a conceptual framework explaining the relationship between policy design and educational practice. The study employed a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework. The literature search was conducted through Google Scholar using Harzing’s Publish or Perish, followed by article selection based on topic relevance, publication period, source type, and metadata traceability. A total of 68 articles were considered eligible for full-text assessment and preliminary thematic mapping. The synthesis identified six themes: conceptual frameworks and review; policy actors, context, and translation; curriculum, pedagogy, and professional practice; leadership and organizational capacity; inclusion, justice, and power relations; and governance, institutions, and accountability. The findings indicate that policy implementation and policy enactment complement each other in explaining how policies are transformed into practice. This review produces an integrative framework that positions implementation as a dynamic process involving sensemaking, leadership, adaptation, feedback, learning, and policy reconfiguration.
ABSTRAK
Implementasi kebijakan pendidikan tidak berlangsung secara linear dari perumusan regulasi menuju praktik, karena proses tersebut dipengaruhi oleh interpretasi aktor, kapasitas organisasi, ketersediaan sumber daya, serta karakteristik lingkungan tempat kebijakan diterapkan. Penelitian ini bertujuan menganalisis perkembangan kajian implementasi kebijakan pendidikan dan policy enactment pada periode 2021–2026, memetakan tema yang berkembang, serta menyusun kerangka konseptual yang menjelaskan keterkaitan antara desain kebijakan dan praktik pendidikan. Penelitian menggunakan pendekatan Systematic Literature Review (SLR) dengan pedoman PRISMA 2020. Penelusuran dilakukan melalui Google Scholar menggunakan Harzing’s Publish or Perish, kemudian artikel diseleksi berdasarkan kesesuaian topik, periode publikasi, jenis sumber, dan keterlacakan metadata. Sebanyak 68 artikel dinyatakan layak untuk tahap penilaian teks lengkap dan pemetaan tematik awal. Hasil sintesis menghasilkan enam tema, yaitu kerangka konseptual dan review; aktor, konteks, dan translasi kebijakan; kurikulum, pedagogi, dan praktik profesional; kepemimpinan dan kapasitas organisasi; inklusi, keadilan, dan relasi kekuasaan; serta tata kelola, institusi, dan akuntabilitas. Temuan memperlihatkan bahwa policy implementation dan policy enactment saling melengkapi dalam menjelaskan perubahan kebijakan menjadi praktik. Kajian ini menghasilkan kerangka integratif yang menempatkan implementasi sebagai proses dinamis melalui sensemaking, kepemimpinan, adaptasi, feedback, pembelajaran, dan policy reconfiguration.
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