The history of SMKS TI Annisa 2 is not merely a record of its founding date or the names of its specialised programmes. It is a story of grand vision, of the courage to take steps amid changing times, and of the determination to build a young generation ready to face the challenges of the digital age. This journey began long before the school itself was established; it has its roots in the success of another school that was founded and developed earlier under the auspices of the Annisa Jaya Foundation.

In 2010, the Annisa Jaya Foundation established SMKS Annisa with a specialisation in Pharmacy. The school quickly gained the trust of the community. Many parents saw that vocational education in health offered a bright future for their children, and SMKS Annisa was able to respond to this need well. The school's success gave confidence that the Annisa Jaya Foundation had a strong foundation and capacity to once again provide quality educational institutions in other fields. Public trust grew, and the foundation's identity as a professional education provider became even stronger.

However, at the same time, the world is changing. Information technology is developing much faster than anyone could have imagined. The internet is becoming increasingly accessible, computers are becoming part of almost every job, and the industrial world is beginning to rely on digital technology. Amidst these changes, the need for workers with technological skills is increasing dramatically. However, in the Citeureup area and its surroundings, there are not many vocational schools that are able to provide truly relevant and structured technological education.

Seeing this gap, the Annisa Jaya Foundation began to draw up a grand plan. They wanted to establish a school that not only focused on technology, but also aligned it with Islamic values, creativity, and entrepreneurship. The new school had to be a place where students not only learned how to operate devices, but also understood digital ethics, had creative competitiveness, and were able to utilise technology to create business opportunities.

It was from this idea that SMKS TI Annisa 2 was born. On 12 September 2011, based on Establishment Decree 421/50-Disdik, the school was officially established. That day marked the beginning of a long journey to build a technology-based vocational education institution that continues to grow rapidly to this day.

At its inception, SMKS TI Annisa 2 offered one major programme, namely Computer Engineering and Informatics (TKI). Within this programme, there were two main areas of expertise, namely Computer Engineering and Networking (TKJ) and Multimedia. These two areas of expertise were chosen because of the high demand for them in industry, and because the world of work at that time was undergoing a phase of massive digital transformation.

TKJ competencies form the backbone of education in the field of network technology. Students are introduced to how computers work, local networks, router and switch installation, server configuration, and network device troubleshooting. These competencies have even developed into a strong identity for the school, as SMKS TI Annisa 2 later became part of the Mikrotik Academy network, which opened up opportunities for students to obtain international certifications such as MTCNA.

Meanwhile, the Multimedia programme serves as a platform for students interested in design and digital creativity. They learn to create posters, short films, basic animations, visual content, photography, videography, and professional editing using industry software. The existence of this programme has made SMKS TI Annisa 2 a breeding ground for creative talents who go on to work in digital advertising, social media, and the creative industry.

With these two initial competencies, SMKS TI Annisa 2 began to build its reputation. Infrastructure was expanded, computer laboratories were added, multimedia studios were built, and network facilities were improved. Professional teachers from academia and industry practitioners were recruited to strengthen student competencies. Gradually, the school grew into a technological education institution that became increasingly well-known to the community.

However, this journey has not always been easy. The national education system has undergone continuous curriculum changes, from KTSP to the 2013 Curriculum, until Indonesia finally entered the era of the Merdeka Curriculum. These curriculum changes have had a significant impact on the structure of vocational education, including the names and scope of vocational programmes.

In the Merdeka Curriculum, the Computer and Network Engineering (TKJ) competency has been expanded to Computer Network and Telecommunications Engineering (TJKT). This transformation is not merely a name change, but reflects the industry's increasing demand for broader competencies. Students now learn not only basic computer networking, but also fibre optic technology, telecommunications networks, wireless communication, network security systems, and developments in 4G, 5G, and IoT technology. These changes make SMKS TI Annisa 2 graduates even more relevant in the modern workplace, which is rapidly moving towards an era of high connectivity.

Meanwhile, Multimedia competence has evolved into Visual Communication Design (VCD). This change is in line with the development of the global creative industry, which no longer only requires multimedia technical personnel, but also creative personnel who understand branding, visual strategy, communication design, and digital content production. Students not only learn how to create content, but also understand how design works in the context of marketing, visual storytelling, and visual communication psychology. This transformation has made VCD a highly sought-after competency in the era of social media and the continuously growing creative economy.

The transition from the old curriculum to the Merdeka Curriculum was a major milestone for SMKS TI Annisa 2 in strengthening its identity as a school that is adaptive and responsive to the changing times. Learning has been updated with a project-based approach, industry-based learning, creative collaboration, authentic evaluation, and the implementation of Hybrid Learning, which combines face-to-face learning with a digital system using the school's Learning Management System (LMS).

In addition to focusing on technology and creativity, since its establishment, SMKS TI Annisa 2 has had a distinctive identity that sets it apart from other schools, namely a combination of Technology, Islamic, Creative, and Entrepreneurship. These four pillars guide the school's development, creating a learning culture that not only pursues technical intelligence, but also moral strength, innovative creativity, and entrepreneurial spirit.

Islamic culture is implemented through various religious programmes such as morning recitation of the Qur'an, congregational Duha prayers, congregational Zuhr prayers, daily religious lectures, Islamic holiday celebrations, and the One Monday One Juz programme. The aim is to shape students' characters so that they have noble morals, discipline, and strong spiritual intelligence.

In the field of creativity, students are continuously encouraged to produce works ranging from digital designs, short films, innovative networks, to simple technological creations. Meanwhile, in the field of entrepreneurship, the school provides students with the opportunity to learn about digital business opportunities, become professional content creators, and learn the basics of entrepreneurship. Through studentpreneur activities, students learn how to produce and market products in real life.

This long journey is made even more complete with industry collaboration. SMKS TI Annisa 2 works with various technology companies, design studios, telecommunications vendors, and national and international certification bodies. This collaboration opens up great opportunities for students to participate in Industrial Work Experience (Prakerin), industry workshops, professional certification, and even direct recruitment opportunities after graduation.

Not only that, the school also continues to develop modern learning facilities such as TJKT computer laboratories, DKV studios, editing rooms, mini photo studios, server rooms, sports facilities and prayer rooms. All of these facilities were built to support practice-oriented vocational learning, in line with the demands of the industrial world.

Achievement after achievement continues to be made. Students from SMKS TI Annisa 2 won the district and provincial network competition, won the digital poster design competition, the short film competition, and various awards in the field of digital creativity. These achievements are not only the result of the students' abilities, but also the result of a learning system that provides them with ample room for creativity.

To this day, SMKS TI Annisa 2 continues to grow and develop. With its A accreditation, increasingly strong reputation, and growing number of students each year, this school has become one of the top choices for parents and prospective students in the Citeureup area and its surroundings. The Merdeka Curriculum provides greater opportunities for the school to continue innovating, producing graduates who are not only technologically proficient but also civilised, creative, and independent.

The long journey from 2011 to the present is proof that SMKS TI Annisa 2 is not just a place of learning, but a place to build the future. From the success of the Annisa Jaya Foundation in establishing a health school in 2010 to the birth of a technology school that is now maturing, this entire journey is part of a grand vision: to provide quality, relevant, and character-building vocational education for future generations.

SMKS TI Annisa 2 will continue to change, innovate, and grow. But one thing that will not change is our commitment to providing the best education—an education that combines technological intelligence with the power of faith, boundless creativity, and the courage to create opportunities. Because for SMKS TI Annisa 2, the future is not something to be waited for, but something that must be prepared for as best as possible.