<![CDATA[Abstract: The quality of educational units is a key aspect in realizing quality education. Programs designed and implemented by schools play a crucial role in supporting the achievement of the desired ideal conditions. To support this, the government has introduced the Education Report Platform, which provides data on the results of education system evaluations. This data serves as a reference for schools in developing more targeted programs through the implementation of Data-Based Planning (PBD). For optimal PBD implementation, management with the Planning, Implementation, Evaluation, and Follow-up (PDCA) cycle is required. This study aims to describe: (1) program planning, (2) program implementation, (3) the evaluation process, (4) follow-up, (5) obstacles/constraints, and (6) solutions applied in the implementation of PBD. The study used a qualitative approach with descriptive methods. Data were collected through observation, in-depth interviews, and documentation studies. The main informants were the principal, vice principal, and teachers. Data analysis was carried out through reduction, presentation, and drawing conclusions, with validity tested through triangulation, member checks, and confirmability. The research results indicate that the implementation of PBD at SMP Djuantika and SMP Ma'arif Cicalengka followed the PDCA cycle. The planning stage involved problem identification, goal setting, and strategy development. Implementation involved reflection and solution design. Evaluation focused on program improvements based on educational reports and internal evaluations. Follow-up actions were implemented through strengthening the program based on evaluation results. Key obstacles included low teacher digital literacy, minimal participation in PBD, limited infrastructure at SMP Djuantika, and teacher discipline at SMP Ma'arif Cicalengka. Solutions included optimizing learning communities, providing reading corners, learning workshops, and reflective evaluations. The research concluded that PBD management followed PDCA principles, with internal evaluation as the basis for program development, and strategies unique to each school. Keywords: PBD, Management, Planning, Educational Administration. Abstrak: Kualitas satuan pendidikan merupakan aspek utama dalam mewujudkan pendidikan yang bermutu. Program yang dirancang dan dilaksanakan oleh sekolah berperan penting dalam menunjang tercapainya kondisi ideal yang diharapkan. Untuk mendukung hal tersebut, pemerintah menghadirkan Platform Rapor Pendidikan yang menyediakan data hasil evaluasi sistem pendidikan. Data ini menjadi acuan bagi sekolah dalam menyusun program yang lebih tepat sasaran melalui penerapan Perencanaan Berbasis Data (PBD). Agar PBD berjalan optimal, diperlukan penerapan manajemen dengan siklus Perencanaan, Pelaksanaan, Evaluasi, dan Tindak Lanjut (PDCA). Penelitian ini bertujuan mendeskripsikan: (1) perencanaan program, (2) pelaksanaan program, (3) proses evaluasi, (4) tindak lanjut, (5) hambatan/kendala, serta (6) solusi yang diterapkan dalam pelaksanaan PBD. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi, wawancara mendalam, dan studi dokumentasi. Informan utama adalah kepala sekolah, wakil kepala sekolah, dan guru. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan simpulan, dengan validitas diuji melalui triangulasi, member check, dan konfirmabilitas. Hasil penelitian menunjukkan bahwa pelaksanaan PBD di SMP Djuantika dan SMP Ma’arif Cicalengka telah mengikuti siklus PDCA. Tahap perencanaan dilakukan melalui identifikasi masalah, penetapan tujuan, dan penyusunan strategi. Pelaksanaan dijalankan dalam bentuk refleksi dan perancangan solusi. Evaluasi diarahkan pada perbaikan program berdasarkan rapor pendidikan dan evaluasi internal. Tindak lanjut diwujudkan melalui penguatan program hasil evaluasi. Hambatan utama mencakup rendahnya literasi digital guru, minimnya partisipasi dalam PBD, keterbatasan infrastruktur di SMP Djuantika, serta kedisiplinan guru di SMP Ma’arif Cicalengka. Solusi yang ditempuh meliputi optimalisasi komunitas belajar, penyediaan pojok baca, workshop pembelajaran, serta evaluasi reflektif. Penelitian menyimpulkan bahwa manajemen PBD telah berjalan sesuai prinsip PDCA, dengan evaluasi internal sebagai dasar pengembangan program, serta ciri khas strategi di masing-masing sekolah. Kata kunci: PBD, Manajemen, Perencanaan, Pengelolaan Pendidikan.]]>
