Educational gaps are a significant problem that still plagues Indonesia's educational system. The issues of access, quality, and learning opportunities across various socioeconomic classes and geographical areas cannot be fully resolved. In Indonesia, the issue of educational inequality has persisted for many years. This disparity is more than just statistical. It is proof of Indonesian society's uneven educational possibilities and standards.
According to recent data from the Central Statistics Agency (BPS), school dropout rates remain high, particularly in underprivileged communities. Long commutes between schools, a lack of educational facilities, and financial difficulties are the primary culprits. Additionally, Indonesian students continue to perform below the average of Organization for Economic Cooperation and Development (OECD) member nations, according to the results of the Program for International Student Assessment (PISA) study.Â
Unfair budgetary distribution, unequal resource distribution, and inadequate educational facilities and amenities in impoverished areas that are significantly less than those in urban areas are some of the primary reasons for education disparities in Indonesia. Learning quality is impacted by the diversity and inequality of teachers in terms of their well-being and level of ability. Learning is hampered by the inability of people in remote locations to use information and communication technology (ICT). The urge to learn is stifled by sociocultural factors that lead to social stigma against education, particularly in some cultures.Â
Inequality in education affects people, communities, and nations. Compared to graduates from urban areas, those from underprivileged areas with lower levels of education typically have fewer job options. Low levels of education may contribute to high rates of poverty. Educational gaps hinder efforts to improve the quality of human resources. Superior human capital is necessary to propel economic expansion.Â
Attempts to Close the Education Divide
 1. Improving Teacher Quality
Remote locations frequently have low-quality teachers. For a variety of reasons, such as the fact that there are fewer facilities and greater career prospects in cities, many educators do not want to be assigned to rural places. Children in isolated places consequently lack access to quality instruction from qualified educators. The superiority of the teaching staff in remote locations should be noted by the government. Programs for professional development and training should be made available to rural educators in order to enhance their talents. Offering incentives like specific allowances and chances for professional growth can attract qualified educators to work in remote locations.
2. Equalizing Access to Education Infrastructure
The smallest communities' residents suffer from inadequate educational facilities. Many rural schools lack adequate structures, poor instructional facilities, and restricted access to modern educational technology. However, in order to promote the educational process, schools in urban areas typically have better and more advanced facilities. The government ought to spend money creating adequate educational facilities in outlying regions. Modern schools, libraries, and laboratories will improve students' access to high-quality education.
3. Education Funding SupportÂ
Families in cities are typically better off financially than those in rural areas. This lowers their ability to pay for their children's education, including school fees, supplies, and transportation. To encourage education in underprivileged communities, the government must provide adequate funding. Students from low-income households should have equal access to education, and this money can be used to improve infrastructure, purchase books and equipment, and compensate teachers.
The education gap in Indonesia is a difficult issue that necessitates long-term effort. To improve Indonesia's uneven education system, the government and society must collaborate to identify the best solution. The efforts implemented must be integrated and long-term, involving all education stakeholders, including the government, the private sector, academics, and the community. It is envisaged that by upgrading educational infrastructure, distributing teaching staff evenly, providing educational resources, scholarships, and educational help, and raising public awareness, this gap can be greatly closed.
