Adaptive Strategy of ARKAS Implementation in Blank Spot Areas: A Case Study of Elementary Schools in West Lombok Regency

Abstract

This study analyzes the implementation of the School Activity and Budget Plan (ARKAS) Application in managing BOS Funds in elementary schools in areas without internet access (blank spots) in West Lombok Regency. The main paradox the study focuses on is the finding of 100% reporting compliance in 2023–2024 in areas that should be least able to meet the demands of the digital system. This study uses a qualitative approach with an instrumental case study design in four elementary schools (three blank spots and one signaled comparison). Data were collected through in-depth interviews with 10 subjects (principals, treasurers, sub-district BOS facilitators, supervisors, and Dinas operators), participant observation, and documentation studies. Analysis uses the interactive model of Miles, Huberman, & Saldãna (2014). The findings identify seven adaptive strategies operating at three levels: technical (offline Excel-based RKAS application), collaborative (hub school and group meetings), and managerial (H-7 buffer pattern and motivational leadership). The most original finding is the identification of Sub-district BOS Facilitators as meso-level bureaucrats—a new category of actors operating between the District Office and schools, performing policy mediation functions beyond their formal mandate. This research extends Edwards III's theory by proposing that the innovative capacity of local actors can serve as an effective substitute for unavailable infrastructure resources.