Developing an Integrative Benchmarking–IMARM Model to Identify the Institutional DNA of Non-Formal Education Institutions
DOI:
https://doi.org/10.62672/telad.v4i2.148Keywords:
Benchmarking, Institutional DNA, PKBMAbstract
This study develops an integrative model for identifying the institutional DNA of newly established non-formal education institutions, particularly within the context of Pusat Kegiatan Belajar Masyarakat (PKBM) in Indonesia. Using a conceptual model development design, the study applied a three-phase process consisting of theoretical exploration, conceptual integration, and model formulation. The findings propose five core dimensions of institutional DNA: philosophical, cultural, pedagogical, community, and adaptive DNA. Benchmarking functions as an external learning mechanism, while IMARM serves as an adaptive process for transforming best practices into contextually relevant institutional frameworks. The study suggests that sustainable institutional development is shaped by intentional identity construction, community responsiveness, and adaptive design. This model offers a practical and transferable framework for developing authentic and sustainable institutional identity in non-formal education.
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