The influence of knowledge management implementation toward the quality of high schools

Abstract

The purpose of this study is to analyze the influence of knowledge management implementation toward the quality of high schools. This study was conducted among five high schools under an education foundation. The analysis models used in the study were correlation analysis and t-test. The respondents were used as the profession references are 86 teachers. The result of the study shows that knowledge management implementation has a positive and significant influence toward the quality of high schools.

Full text

International Journal of Development and Sustainability
Online ISSN: 2168-8662 – www.isdsnet.com/ijds
Volume 1 Number 2 (2012): Pages 79-84
ISDS Article ID: IJDS12041701
The influence of knowledge management
implementation toward the quality of high
schools
Hilda Ainissyifa *
Faculty of Islamic Religion Study, University of Garut, Jl. Raya Samarang No. 54A, Garut, Indonesia
Abstract
The purpose of this study is to analyze the influence of knowledge management implementation toward the quality
of high schools. This study was conducted among five high schools under an education foundation. The analysis
models used in the study were correlation analysis and t-test. The respondents were used as the profession
references are 86 teachers. The result of the study shows that knowledge management implementation has a
positive and significant influence toward the quality of high schools.
Keywords: Knowledge management, Education quality, High schools
Copyright © 2012 by the Author(s) – Published by ISDS LLC, Japan
International Society for Development and Sustainability (ISDS)
Cite this paper as: Ainissyifa, H. (2012), “The influence of knowledge management implementation
toward the quality of high schools”, International Journal of Development and Sustainability, Vol. 1
No. 2, pp. 79–84.
* Corresponding author. E-mail address: hildaainissyifa@ymail.com

International Journal of Development and Sustainability
Vol.1 No.2 (2012): 79–84
80 ISDS www.isdsnet.com
1. Introduction
Strategic steps undertaken by the educational institutions for development of intelligence and social welfare
are mainly directed to create the quality of education excellence. For such institutions, quality improvement
is the main agenda because it is considered as an important measure of productivity and prosperity (Ghaffari
et al., 2012). One approach that can be used in improving the quality of education is through the
implementation of knowledge management. Knowledge management can potentially create a collaborative
educational environment and develop knowledge based environment in the institution (Stukalina, 2010).
Knowledge management offers approaches to exploit intellectual capital, which is considered to be one of the
most important strategic resources and plays a key role in getting competitive advantage (Bures and Cech,
2004). Educational organizations must obtain the ability to create the knowledge affectively through the
increase of competence among individuals in order to build intellectual capital and consequently transform
the intellectual capital into monetary capital through the development of science. This reinforces the need for
education paradigm that emphasizes the placement of knowledge as a key success factor for organizations.
Knowledge always has a sense of power: the power to endure, power to adapt, and courage to withstand the
harsh environment. Knowledge is power but effective use of this power is possible only by managing it
properly through the effective knowledge management practices (Mikulecky and Lodhi, 2009).
This research is based on a framework derived from various studies, which shows that the
implementation of knowledge management is a driving factor in improving the quality of the institution. It is
aimed to discuss the influence of knowledge management implementation among high schools in Garut
District, West Java Province, Indonesia.
2. Literature review
Umiarso and Zazin (2011) stated that the success of improving the quality of education is considered as a
commitment and hope for the entire institution. This is consistent with the evolving and increasing demands
among the societies for improving the quality of educational services. Education providers must optimize the
educational system and its working program so as to maximize the productivity of students. Excellent
organizations have the ability to formulate strategies for exploiting profit opportunities by maximizing
return on investment. Barnardin (1993) cited two main principles associated with these competitive
advantages namely 'customer value' and 'maintaining uniqueness'. The notion of the former is clear; however
the latter describes the extent to which a business achieves competitive advantage.
One theoretical advantage of powerful organization is the resource-based view (RBV). Barney (1991) has
used the resource-based view to discuss the relationship between organizational resources and a sustainable
competitive advantage. Organizational resources could have a sustainable competitive advantage subject to
having four attributes, including value, rareness, immutability, and non-substitutable. According to Ali (2011),
a quality education is the education that can meet the expectations or wishes of the customer which can fall
into two categories; internal customer, and external customers. Internal customers comprise the instructors

International Journal of Development and Sustainability Vol.1 No.2 (2012): 79–84
ISDS www.isdsnet.com 81
and educational staff of the institution and other employees (e.g. faculty members in a college), whereas the
external customers fall in three groups, including primary customers, secondary customers, and tertiary
customers; (a) primary customers or first users are the students, (b) secondary customers are stakeholders
such as parents, donors, and the government, (c) tertiary customers include markets, companies, or people
who use graduated.
Overall, knowledge management is believed to be effective in increasing the organization`s long term
success. The attempts to measure intellectual capital and to assess knowledge management effectively can
help organization to identify the existing knowledge and modify their knowledge strategy.
3. Methodology
Methodology used in this research is quantitative model analysis by using statistical methods such as
correlation coefficient and t-test. The respondents of the study are teachers and the sampling technique is
stratified random sampling with 68 people according to Slovin technique. The research was caried out among
five high schools which are under an education foundation in Garut District, Indonesia. Table 1 shows the
variable operation for the research.
4. Result and discussion
According to the result of calculation by using Microsoft Excel software, the influence of organizational
cultural variable toward knowledge management implementation is shown on Table 2.
The result indicates a coefficient value of 0.5429, which is positive and shows that knowledge
management implementation, has a positive influence toward education quality. On the other side, it’s
identified that tcount > ttable (6.9762>1.6683), so H0 is denied, or on the other word, it can be stated that there is
sufficient evidence to state that knowledge management implementation has a significant and positive
influence toward education quality. Each value increment on knowledge management implementation will
increase education quality variable value.
Figure 1. The influence of knowledge management implementation toward education quality

International Journal of Development and Sustainability
Vol.1 No.2 (2012): 79–84
82 ISDS www.isdsnet.com
Table 1. Research variable operationalization
Variable
Dimension
Indicator
Knowledge management
implementation (Munir, 2008)
1. Knowledge
acquisition
a. Training plan
b. Overseas joint
c. Knowledge developing facility
2. Distribution
of various
knowledge
a. Training result presentation
b. Information openness
c. Apprentice to senior
3. Knowledge
development
and
utilization
a. Experimental opportunity
b. Training result implementation
c. Functional cross team
4. Knowledge
maintenance
and storing
a. Training result documentation
b. Activity documents
c. Regulation and document
handling procedure
Educational institution quality
(Hadis and Nurhayati, 2010)
1. Content
standard
a. The draft curriculum
b. Implementation of curriculum
2. Standard
process
a. Process of teaching and
learning activities
b. Syllabus development and
learning plan preparation
c. Evaluation of teaching and
learning activities
3. Graduates
competency
a. Ability to think
b. Knowledge of the latest
scientific developments
c. Development of behavior
4 Teachers
and
personnel
standards
a. Academic qualifications
b. Competence of conformity
c. Ability to work
d. Good behavior
5.
Infrastructure standards
a. Safe and convenient location
b. Ratio of availability of space
c. Availability of laboratory
support
d. Availability of public facilities
6. Management
standard
a. Vision, mission and goal of the
institute
b. Guidelines for organizations
c. Stakeholders involvement
7. Financing
standard
a. Financing capabilities
b. Financial accountability
8. Assessment
of education
standard
a. Academic assessment
instruments
b. Academic assessment reporting

International Journal of Development and Sustainability Vol.1 No.2 (2012): 79–84
ISDS www.isdsnet.com 83
Table 2. The influence of knowledge management implementation toward education quality
No
Item
Value
1
Correlation coefficient (r)
0,6515
2
Determinant factor (d)
0,4244
3
Epsilon (ɛ)
0,5756
4
tcount
6,9762
5
ttable
1.6683
6
Influence level of knowledge management implementation
toward the quality of high school
significant
The results also shows that determinant factor is equal to 0.4244; which is a positive value, meaning that
knowledge management implementation is able to explain education quality variable with 42.44%,
meanwhile, the rest of 57.56% can be explained by another variables that is not involved in model. The
correlation of variable structure is illustrated in Figure 1.
Referring to the hypotheses test, the education quality was influenced significantly and positively by
knowledge management implementation. Other results from this research, shows that in the institutions
which have knowledge acquisition activity the confidence of human resources are higher. The researcher
believes these conditions will have positive impact on improving the quality of education in the educational
institutions.
On the other hand, it can be seen that the learning process becomes very important in the implementation
of knowledge management, because this is expected to emerge through a process of ideas, innovation, and
new knowledge, which became a major commodity that is processed in knowledge management. To that end,
organizations need to encourage and facilitate the learning process for educators to ensure individuals
collaborate and perform in an optimal sharing of knowledge. School administrators must complete the
organizational environment and the characters to the formation of a learning organization, as well as provide
solutions to overcome barriers to learning faced by the organization.
In order to improve the quality of education, there is a need to involve the education within the civilizing
process in which the educators must have ability to build and develop the potential and creativity of students.
It is necessary to achieve a paradigm shift in the educational process, from the teaching paradigm to a
learning paradigm. The paradigm of teaching that focuses on the role of educators in knowledge sharing
process must change to the paradigm of learning, that give more role to students in order to develop their
potentials and creativity.
5. Conclusion
The study showed that human resources, cultural organization and technology utilization simultaneously and
partially have a significant influence toward knowledge management implementation of formal education

International Journal of Development and Sustainability
Vol.1 No.2 (2012): 79–84
84 ISDS www.isdsnet.com
courses. The result principally recommends that the learning process has potential to become very important
in the implementation of knowledge management. Therefore, organizations need to encourage and facilitate
the learning process for educators to ensure that individuals optimally collaborate and perform in knowledge.
References
Ali, M. (2011), “Penjaminan Mutu Pendidikan”, available at: http://m-ali.net/?p=78 (accessed 6 Agust 2011).
Barney, J. (1991), “Firm Resources and Sustained Competitive Advantage”, Journal of Management, Vol. 17, pp.
99–120.
Benardin, H.J., and Russell, J.E.A. (1993), Human Resource Management an Experiential Approach, McGraw-
Hill Inc, New York.
Bureš, V. and Čech, P. (2004), “Knowledge Assets in Educational Institutions”, in Proceedings of 5th European
Conference on Knowledge Management, Paris, France.
Ghaffari, H., Rafeie, M. and Changi Ashtiani, A. (2012), “Quality Open Higher Education via Knowledge
Management”, J. Basic. Appl. Sci. Res, Vol. 2 No. 2, pp. 1787–1792.
Hadis, A. and Nurhayati (2010), Manajemen Mutu Pendidikan, Alfabeta, Bandung.
Mikulecky, P. and Lodhi, M.S. (2009), “Knowledge Management at Educational Institutions: Case of Pakistan”,
in Proceedings of the 10th WSEAS Int. Conference on Mathematics and Computers in Business and Economics,
pp. 198–203, available at http://www.wseas.us/e-library/conferences/2009/prague/MCBE/MCBE33.pdf
(accessed 6 Agust 2011).
Munir, N. (2008), Knowledge Management Audit: Pedoman Evaluasi Kesiapan Organisasi Mengelola
Pengetahuan. Penerbit PPM, Jakarta.
Stukalina, Y. (2010), “Using quality management procedures in education: managing the learner-centered
educational environment”, Technological and Economic Development of Economy, Vol. 16 No. 1, pp. 75–93.
Tobing, P.L. (2007), Knowledge Management; Konsep, Arsitektur, dan Implementasi, Graha Ilmu, Jogyakarta.
Umiarso and Zazin, N. (2011), Pesantren di Tengah Arus Mutu Pendidikan; Menjawab Problematika
Kontemporer Manajemen Mutu Pesantren, RaSAIL Media Goup, Semarang.