Knowledge, Understanding, and Practice Of Professional Service Standards Among Police Officers in Indonesia

The purpose of this study is to investigate how officers at the Indonesian Integrated Police Service Center (SPKT) comprehend and implement professional service standards. Using a qualitative case study methodology, 15 SPKT officers with 1 to 30 years of experience and age between20 and 55 participated. Data were gathered through semi-structured interview and analysed using thematic analysis. The study’s findings showed notable differences in how professional services are understood and used. Some officers lacked a thorough understanding of the context of their application as well as the relevant service standards. Inconsistencies in field practices resulted from the majority of service standards information being distributed through standard operating procedures documents and directives, which relied on self-directed learning. Additionally, work experience and educational background influenced how officers interpreted procedures and interacted with the public, highlighting a gap between formal policy and actual practice. Theoretically, these findings reinforce the relevance of procedural justice theory and professional policing standards, while expanding the framework of public service delivery in the context of micro-level public services. Officers who understand the principles of procedural justice tend to engage in interactions that are fairer, transparent, and responsive to community needs. Practical implications include the need of systematic training, effective information communication strategies, and monitoring mechanisms for standards implementation to improve the quality of public services. This study contributes to the international literature on professional policing, particularly in the context of developing countries, where digitisation and demands for transparency present challenges by revealing the dynamics of professional standards implementationin SPKT, an area that has received little academic attention.