PENGELOLAAN E-LEARNING SEBAGAI OPTIMALISASI PEMBELAJARAN BERBASIS DIGITAL (STUDI KASUS SMA PANGUDI LUHUR ST YUSUP YOGYAKARTA)

MANAGEMENT OF E-LEARNING AS OPTIMIZATION OF DIGITAL-BASED LEARNING (CASE STUDY OF SMA PANGUDI LUHUR ST YUSUP YOGYAKARTA)

Penelitian ini bertujuan untuk mendeskripsikan pengelolaan e-learning sebagai optimalisasi pembelajaran digital di SMA Pangudi Luhur St. Yusup Yogyakarta berdasarkan fungsi manajerial POAC (Planning, Organizing, Actuating, Controlling) menurut teori Terry. Penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa perencanaan e-learning dilakukan secara sistematis dan kolaboratif meskipun belum dituangkan dalam bentuk SK atau SOP khusus. Pengorganisasian telah membentuk struktur kerja yang terintegrasi dengan fasilitas memadai, namun masih minim dokumentasi teknis seperti jobdesk dan panduan operasional. Pelaksanaan e-learning telah terimplementasi dalam kegiatan belajar harian, dengan pemanfaatan LMS untuk penugasan, evaluasi, dan pembelajaran mandiri, meskipun belum semua guru memaksimalkan fitur yang tersedia. Pengawasan dilakukan melalui supervisi langsung, pelacakan aktivitas digital, dan survei kepuasan, namun belum terintegrasi secara formal dalam sistem supervisi akademik dan belum memiliki format pelaporan khusus berbasis LMS. Implikasi dari temuan ini menunjukkan perlunya penguatan dokumentasi, pelatihan yang berkelanjutan, serta sistem pengawasan yang lebih terstruktur. Penelitian ini merekomendasikan pengembangan kebijakan formal, SOP, dan evaluasi sistem digital yang berbasis data untuk mendukung keberlanjutan dan efektivitas pembelajaran digital di sekolah menengah.

This study aims to describe the management of e-learning as an optimization of digital learning at SMA Pangudi Luhur St. Yusup Yogyakarta based on the managerial function POAC (Planning, Organizing, Actuating, Controlling) according to Terry's theory. The research used a qualitative approach with data collection techniques through interviews, observation, and documentation. The results show that e-learning planning is done systematically and collaboratively although it has not been outlined in the form of a special decree or SOP. Organizing has formed an integrated work structure with adequate facilities, but still lacks technical documentation such as job desks and operational guidelines. Implementation of e-learning has been implemented in daily learning activities, with the use of LMS for assignments, evaluations, and independent learning, although not all teachers have maximized the available features. Supervision is conducted through direct supervision, digital activity tracking, and satisfaction surveys, but has not been formally integrated in the academic supervision system and does not have a special LMS-based reporting format. The implications of these findings suggest the need for strengthened documentation, ongoing training and a more structured supervision system. This research recommends the development of formal policies, SOPs, and data-driven evaluation of digital systems to support the sustainability and effectiveness of digital learning in secondary schools.