Optimizing Computer Laboratory Management to Support Technology-Based Learning in Pesantren Education

Abstract

This study is motivated by the increasing importance of computer laboratories in supporting technology-based learning and developing students’ digital competencies, particularly in educational institutions with specific infrastructure and internet-access policies. This study aims to evaluate computer laboratory management by examining institutional needs, resource readiness, operational implementation, and management outcomes. A qualitative evaluative case study was employed using the Context, Input, Process, and Product (CIPP) evaluation model. Data were collected through in-depth interviews, non-participant observation, and document analysis involving school administrators, laboratory personnel, teachers, and students. The data were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. The findings indicate that laboratory management is supported by annual planning, selective internet access, scheduled utilization, backup computers, and routine technical maintenance. However, several challenges remain, including limited infrastructure, overlapping staff responsibilities, unintegrated inventory records, and the absence of written standard operating procedures. These findings imply that effective laboratory management requires stronger administrative coordination, clearer task distribution, standardized maintenance procedures, and an integrated digital inventory system to ensure sustainable laboratory operations and improve the quality of technology-based learning.