In an increasingly multicultural educational context, traditional school performance evaluation methods often fall short in addressing the diversity and complexity of the learning environment, creating challenges in effectively assessing and improving school performance. Performance evaluations that lack inclusivity and do not consider the perspectives of students and parents from diverse cultural backgrounds can lead to gaps in educational outcomes and school management practices. This study aims to explore the implementation of the Balanced Scorecard (BSc) approach in evaluating the performance of multicultural schools in SMP Negeri Provinsi Lampung, with SMPN 2 Bandar Lampung as the study sample. BSc originally used in business management, is adapted for education by assessing school performance from four main perspectives: financial, customer satisfaction (students and parents), internal processes, and learning and growth. The study's findings indicate that the application of BSc helps schools understand and meet the diverse needs of students, enhance stakeholder satisfaction, and improve internal processes. However, challenges in implementation include the need for training and adjustment of evaluation methods to the local context. BSc provides an effective framework for evaluating school performance in a multicultural context, and despite its challenges, this approach can improve inclusivity and the effectiveness of educational practices, as well as assist schools in aligning their strategies with multicultural goals.
Hendrowati et al. (Tue,) studied this question.