Evaluation of the Implementation of School Financial Management in the Free School Program Using the Stake Model at Senior High School
Abstract
Purpose of the Study: This study evaluates the implementation of school financial management within the free school program at Senior High School 3 Palembang using the Stake evaluation model to assess effectiveness, transparency, and accountability in fund management. As education funding is crucial in ensuring equal learning opportunities, examining how financial resources are managed within tuition-free programs is essential for sustainable policy implementation. Despite regulatory guidelines, financial management in free school programs often encounters obstacles in coordination, supervision, and transparency.
Methodology: This research adopts a qualitative case study approach, utilizing interviews, observations, and document analysis to gather in-depth insights. The Stake model framework evaluates the program through four dimensions: context, input, process, and product.
Main Findings: Findings reveal that while financial management at Senior High School Palembang adheres to procedural standards, significant challenges persist in supervision mechanisms and budget reporting. Inefficiencies in fund allocation and monitoring impact the program’s effectiveness, highlighting the need for improved financial literacy among administrators and enhanced accountability measures.
Novelty/Originality of the Study: The novelty of this study lies in its application of the Stake model to assess financial governance in free school programs, a relatively unexplored area in education management research. By providing a localized evaluation, this study enriches existing literature and offers practical recommendations for policymakers, school administrators, and education stakeholders. Strengthening financial transparency and accountability is crucial to ensuring that free education programs fulfill their intended objectives, fostering equitable access to quality education while maintaining fiscal responsibility.
References
A. Maritsa, U. Hanifah Salsabila, M. Wafiq, P. Rahma Anindya, and M. Azhar Ma’shum, “Pengaruh teknologi dalam dunia pendidikan [The influence of technology in the world of education],” Al-Mutharahah J. Penelit. dan Kaji. Sos. Keagamaan, vol. 18, no. 2, pp. 91–100, 2021, doi: 10.46781/al-mutharahah.v18i2.303.
W. Leal Filho, S. K. Tripathi, J. B. S. O. D. Andrade Guerra, R. Giné-Garriga, V. Orlovic Lovren and J, Willats, “Using the sustainable development goals towards a better understanding of sustainability challenges,” International Journal of Sustainable Development & World Ecology, vol. 26, no. 2, pp. 179-190, 2019, doi: 10.1080/13504509.2018.1505674.
S. J. Mgaiwa, “Leadership initiatives in response to institutional quality assurance challenges in Tanzania’s private universities,” Journal of Further and Higher Education, vol. 45, no.9, pp. 1206-1223, 2021, doi: 10.1080/0309877X.2020.1860203.
G. Aydın, I. N. Nyadera, and M. Önder, “Strategic management in Turkey’s public sector: Reforms and application issues,” Public Organization Review, vol. 20, no. 4, pp. 719-734, 2020, doi: 10.1007/s11115-020-00463-8.
D. O. Badoo, H, Hammond, and F. Oppong, “Assessment of internal control systems of technical universities in Ghana,” Journal of Finance and Accounting, vol. 8, no. 2, pp. 64-72, 2020, doi: 10.11648/j.jfa.20200802.12.
K. M. Cheng, J. Y. Tan, S. Y. Wong, A. C. Koo, and A. Amir Sharji, “A review of future household waste management for sustainable environment in Malaysian cities. Sustainability, vol. 14, no. 11, pp. 6517, 2022, doi: 10.3390/su14116517.
S. Grima, P. J. Baldacchino, S. Grima, M. Kizilkaya, N. Tabone, and L. Ellul, “Designing a characteristics effectiveness model for internal audit,” Journal of Risk and Financial Management, 16(2), 56, 2023, doi: 10.3390/jrfm16020056.
R. E. Stake, Multiple Case Study Analysis. The Guilford Press, 2006.
A. Banerjee, E. Duflo, C. Imbert, S. Mathew, and R, Pande, “E-governance, accountability, and leakage in public programs: Experimental evidence from a financial management reform in India,” American Economic Journal: Applied Economics, vol. 12, no. 4, pp. 39-72, 2020, doi: 10.1257/app.20180302.
Saona, P., Muro, L., & Alvarado, M. (2020). How do the ownership structure and board of directors' features impact earnings management? The Spanish case. Journal of International Financial Management & Accounting, 31(1), 98-133, 2020, doi: 10.1111/jifm.12114.
H. Allioui, and Y. Mourdi, “Exploring the full potentials of IoT for better financial growth and stability: A comprehensive survey,” Sensors, vol. 23, no, 19, pp. 8015, 2023, doi: 10.3390/s23198015.
OECD, Education policy outlook: Indonesia. OECD Publishing, 2015.
K. A. U. Putra, and I. K. Suryanawa, “The effect of accountability and transparency on effectiveness of government school operational assistance funds management,” European Journal of Business and Management Research, vol. 7, no. 4, pp. 108-115, 2022, doi: 10.24018/ejbmr.2022.7.4.1364.
D. Rad, A. Redeş, A. Roman, S. Ignat, R. Lile, E. Demeter, A. Egerau, T. Dughi, E. Balas, Maier, C. Kiss, Torkos, and G. Rad, “Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review,” Frontiers in psychology, vol. 13, pp. 955833, 2022, doi: 10.3389/fpsyg.2022.955833.
L. Xiang, and J. Stillwell, “Rural–urban educational inequalities and their spatial variations in China,” Applied Spatial Analysis and Policy, vol. 16, no. 2, pp. 873-896, 2023, doi: 10.1007/s12061-023-09506-1.
K. Goyal, and S. Kumar, “Financial literacy: A systematic review and bibliometric analysis,” International Journal of Consumer Studies, vol. 45, no. 1, pp. 80-105, 2021, doi: 10.1111/ijcs.12605.
K. Goyal, S. Kumar, and J. J. Xiao, “Antecedents and consequences of Personal Financial Management Behavior: A systematic literature review and future research agenda,” International journal of bank marketing, vol. 39, no. 7, pp. 1166-1207, 2021, doi: 10.1108/IJBM-12-2020-0612.
T. Ahmad, “Scenario based approach to re-imagining future of higher education which prepares students for the future of work,” Higher Education, Skills and Work-Based Learning, vol. 10, no. 1, pp. 217-238, 2020, doi: 10.1108/HESWBL-12-2018-0136.
H, Kopnina, “Education for the future? Critical evaluation of education for sustainable development goals,” The Journal of Environmental Education, vol. 51, no. 4, pp. 280-291, 2021, doi: 10.1080/00958964.2019.1710444.
C. Flechsig, F. Anslinger, and R. Lasch, “Robotic Process Automation in purchasing and supply management: A multiple case study on potentials, barriers, and implementation,” Journal of Purchasing and Supply Management, vol. 28, no. 1, pp. 100718, 2022, doi: 10.1016/j.pursup.2021.100718.
S. ElMassah, and M. Mohieldin, “Digital transformation and localizing the sustainable development goals (SDGs),” Ecological Economics, vol. 169, pp. 106490, 2020, doi: 10.1016/j.ecolecon.2019.106490.
A. D. Ogbu, N. L. Eyo-Udo, M. A. Adeyinka, W. Ozowe, and A. H. Ikevuje, “A conceptual procurement model for sustainability and climate change mitigation in the oil, gas, and energy sectors,” World Journal of Advanced Research and Reviews, vol. 20, no. 3, pp. 1935-1952, 2023, doi: 10.30574/wjarr.2023.20.3.2304.
A. S. Olaifa, M. A. A. Ali, E. O. Olaifa, R. M. Oladimeji, and K. C. Akpala, “Principals’ facilities maintenance measures and administrative effectiveness in private secondary schools in Kwara State, Nigeria,” Chalim Journal of Teaching and Learning, vol. 4, no. 2, pp. 101-118, 2024, doi: 10.31538/cjotl.v4i2.1745.
B. Odonkor, S. Kaggwa, P. U, Uwaoma, A. O. Hassan, and O. A. Farayola, “The impact of AI on accounting practices: A review: Exploring how artificial intelligence is transforming traditional accounting methods and financial reporting,” World Journal of Advanced Research and Reviews, vol. 21, no. 1, pp. 172-188, 2024, doi: 10.30574/wjarr.2024.21.1.2721.
B. Gardi, P. A. Hamza, B. Y. Sabir, H. M. Aziz, S. Sorguli, N. N. Abdullah, and F. R. A. Al-Kake, “Investigating the effects of financial accounting reports on managerial decision making in small and medium-sized enterprises,” Turkish Journal of Computer and Mathematics Education, vol. 12, no. 10, pp. 2134-2142, 2021, doi: 10.2139/ssrn/3838226.
A. Gold, M. Heilmann, C. Pott, and J. Rematzki, “Do key audit matters impact financial reporting behavior?,” International Journal of Auditing, vol. 24, no. 2, pp. 232-244, 2020, doi: 10.1111/ijau.12190.
P. Krissadee, and P. Pathranarakul, “Determinants of the budgetary transparency of public finance in Thailand's educational sector,” Journal for Global Business Advancement, vol. 15, no. 1, pp. 18-38, 2022, doi: 10.1504/jgba.2022.127207.
K. A. K. Saputra, P. E. D. M. Dewi, G. D. Larasdiputra, D. T. Manurung, and T. Amani, “Preventing fraudulent use of funds management operational support education,” International Journal of Psychosocial Rehabilitation, vol. 24, no. 6, pp. 12180-12186, 2020, doi: 10.37200/IJPR/V24I6/PR261200.
M. Dahan, and M. Strawczynski, “Budget institutions and government effectiveness,” Journal of public budgeting, accounting & financial management, vol. 32, no. 2, pp. 217-246, 2020, doi: 10.1108/JPBAFM-03-2019-0055.
S. Mizrahi, “Performance funding and management in higher education: The autonomy paradox and failures in accountability,” Public Performance & Management Review, vol. 44, no. 2, pp. 294-320, 2021, doi: 10.1080/15309576.2020.1806087.
K. Mostafa, A. Attalla, and T. Hegazy, “Data mining of school inspection reports to identify the assets with top renewal priority,” Journal of Building Engineering, vol. 41, pp. 102404, 2021, doi: 10.1016/j.jobe.2021.102404.
S. Haji, B. Lian, and Y. Fitriani, “An Evaluation Of School Operational Fund Program,” International Journal of Educational Review, vol. 2, no. 2, pp. 212-221, 2020, doi: 10.33369/ijer.v2i2.11001.
J. Y. Yizengaw, and M. A. Agegnehu, “Practices and challenges of school financial resource management implementation in Bahir Dar City administration of Ethiopia: A comparative study between government and private secondary schools,” Cogent Education, vol. 8, no. 1, pp. 1884340, 2021, doi: 10.1080/2331186X.2021.1884340.
G. Ephrahem, and A. Bhoke-Africanus, “Effectiveness of school heads’ financial management skills in provision of quality education in secondary school,” International Journal of Education and Research, vol. 9, no. 3, pp. 20-28, 2021, doi: 10.9734/jesbs/2021/v34i230302.
T. Firdaus, “Critical ecological education on waste management: Preventions and interventions in Europe and challenges in Asia,” Journal of Geographical Sciences and Education, vol. 3, no. 1, pp. 47-64, 2025, doi: 10.69606/geography.v3i1.175.
K. Pak, M. S. Polikoff, L. M. Desimone, and E. Saldívar García, “The adaptive challenges of curriculum implementation: Insights for educational leaders driving standards-based reform,” Aera Open, vol. 6, no. 2, 2020, doi: 10.1177/2332858420932828.
J. M. Z. Falqueto, V. E. Hoffmann, R. C. Gomes, and S. S. Onoyama Mori, “Strategic planning in higher education institutions: what are the stakeholders’ roles in the process?,” Higher Education, vol. 79, pp. 1039-1056, 2020, doi: 10.1007/s10734-019-00455-8.
D. A. Williams, “Strategic planning in higher education: a simplified B-VAR model,” International Journal of Educational Management, vol. 35, no. 6, pp. 1205-1220, 2021, doi: 10.1108/IJEM-08-2020-0382.
J. Mamokhere, and D. F. Meyer, “Comprehending stakeholders’ involvement in the integrated development planning process as a tool for improved community participation,” EUREKA: Social and Humanities, vol. 4, pp. 18-32, 2022, doi: 10.21303/2504-5571.2022.002426.
J. P. S. Barletti, A. M. Larson, C. Hewlett, and D. Delgado, “Designing for engagement: A Realist Synthesis Review of how context affects the outcomes of multi-stakeholder forums on land use and/or land-use change,” World Development, vol. 127, pp. 104753, 2020, doi: 10.1016/j.worlddev.2019.104753.
Y. Katureebe, S. Turyamureeba, A. Rahim, C. E. Eze, and V. H. U. Eze, “The effect of financial management on the learning ability of students in government-aided primary schools in ibanda municipality Uganda,” International Journal of Humanities, Management and Social Science (IJ-HuMaSS), vol. 6, no. 2, pp. 109-118, 2023, doi: 10.36079/lamintang.ij-humass-0602.600.
K. Gooding, M. P. Bertone, G. Loffreda, and S. Witter, “How can we strengthen partnership and coordination for health system emergency preparedness and response? Findings from a synthesis of experience across countries facing shocks,” BMC health services research, vol. 22, no. 1, pp. 1441, 2022, doi: 10.1186/s12913-022-08859-6.
A. Alam, and A. Mohanty, “Cultural beliefs and equity in educational institutions: exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics,” International Journal of Adolescence and Youth, vol. 28, no.1, pp. 2270662, 2023, doi: 10.1080/02673843.2023.2270662.
T. T. Wijaya, B. Yu, F. Xu, Z. Yuan, and M. Mailizar, “Analysis of factors affecting academic performance of mathematics education doctoral students: A structural equation modeling approach,” International Journal of Environmental Research and Public Health, vol. 20, no. 5, pp. 4518, 2023, doi: 10.3390/ijerph20054518.
S. Fairlamb, “We need to talk about self-esteem: The effect of contingent self-worth on student achievement and well-being,” Scholarship of Teaching and Learning in Psychology, vol. 8, no. 1, pp. 45, 2022, doi: 10.1037/stl0000205.
J. M. Fernández-Batanero, M. Montenegro-Rueda, J. Fernández-Cerero, and I. García-Martínez, “Digital competences for teacher professional development. Systematic review,” European Journal of Teacher Education, vol. 45, no. 4, pp. 513-531, 2022, doi: 10.1080/02619768.2020.1827389.
N. A. Pambudi, and B. Harjanto, “Vocational education in Indonesia: History, development, opportunities, and challenges,” Children and Youth Services Review, vol. 115, pp. 105092, 2020, doi: 10.1016/j.childyouth.2020.105092.
C. Martinez, “Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum,” Cogent Education, vol. 9, no. 1, pp. 2024936, 2022, doi: 10.1080/2331186X.2021.2024936.
S. Romlah, A. Imron, M. Maisyaroh, A. Sunandar, and Z. A. Dami, “A free education policy in Indonesia for equitable access and improvement of the quality of learning,” Cogent Education, vol. 10, no. 2, pp. 2245734, 2023, doi: 10.1080/2331186X.2023.2245734.
S. H. Bae, and K. H. Choi, “The cause of institutionalized private tutoring in Korea: Defective public schooling or a universal desire for family reproduction?,” ECNU Review of Education, vol. 7, no. 1, pp. 12-41, 2024, doi: 10.1177/20965311231182722.
J. Salmi, and A. D’Addio, “Policies for achieving inclusion in higher education,” Policy Reviews in Higher Education, vol. 5, no. 1, pp. 47-72, 2021, doi: 10.1080/23322969.2020.1835529.
C. Ruff, A. Matheu, M. Ruiz, P. Juica, and M. T. G. Marcos, “Cost-free education as a new variable of mixed financing policies in Chilean higher education and its impact on student trajectory and social mobility,” Heliyon, vol. 9, no. 7, 2023, doi: 10.1016/j.heliyon.2023.e17415.
Copyright (c) 2025 Saipul Annur, Afriantoni Afriantoni, Asih Wahyu Rini
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
