<![CDATA[This article analyzes the role of the Junior Secondary School Working Team of BPMP DIY in mentoring, monitoring, and evaluating learning digitalization programs. The issue is important because school digitalization is often reduced to devices and access, while its impact depends on pedagogical readiness, school management, teacher competence, and data-informed quality assurance. Using a descriptive qualitative approach based on document analysis and reflective policy review, this study finds that the team functions as an intermediary that translates national policy into school-level action, maps readiness, facilitates the pedagogical use of digital platforms, monitors implementation risks, and produces evaluative feedback for continuous improvement. The article proposes the PAME-D model: mapping, assistance, monitoring, evaluation, and dissemination]]>
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