Technological Equity in Indonesia
Ensuring equal access to the internet across Indonesia is one of the tasks of the Ministry of Communication and Information Technology (Kemenkominfo). This can be achieved, among other things, by increasing the availability of ICT infrastructure, particularly in the outermost, underdeveloped, and frontier regions (3T). According to the State Budget Financial Note for the 2021 Fiscal Year, the budget allocation for Kemenkominfo amounted to IDR 16.9 trillion. Of this total, IDR 11.1 trillion was allocated to the ICT Infrastructure Provision Program.
In a panel discussion titled "Emerging Telco Trends: Shaping the Future of Indonesian Connectivity," telecommunications stakeholders from the government and private sectors further explained the challenges faced and possible ways to provide fast and affordable internet access to the public.
Muhammad Arif, Chairman of the Indonesian Internet Service Providers Association (APJII), highlighted Indonesia's vast geographical conditions, consisting of islands, which cause unequal digital infrastructure development, especially in eastern Indonesia. According to APJII's survey, internet penetration rates on Java Island reach 90%, while in Maluku, Papua, and Sulawesi, it remains below 70%. Around 600 of the total 1,100 ISPs are located in Java.
"For the industry, the cost of providing services in eastern Indonesia can be four times higher than in Java," he said. Also speaking at the event were Wayan Toni Supriyanto, Director General of Post and Informatics Administration at Kemenkominfo (delivering the keynote), Sarwoto Atmosutarno, Chairman of the Indonesian Telecommunications Society (Mastel), Sharon Teo, CEO of Inspire-Tech, and Komang Budi Aryasa, Executive Vice President of Digital Business and Tech at Telkom Indonesia.
This shows the unequal access to the internet in Indonesia. Many schools in remote areas lack adequate technology infrastructure, leaving students far behind in utilizing technology for learning. In Papua, many schools still do not have sufficient internet access, making distance learning programs ineffective. Students in these areas must learn traditionally, while in urban areas, students can already utilize technology for online education.
On the other hand, technology has actually improved access to education, particularly in urban areas and regions with good digital infrastructure. School digitization programs and government assistance through the provision of internet-based devices have opened access to quality learning that was previously inaccessible. Schools in Jakarta and other major cities are now connected to government-supported e-learning platforms, such as Rumah Belajar and Siberkreasi, which provide free access to digital learning resources. With these platforms, students in big cities can participate in digital classes and develop their skills through interactive media.
The Role of Technology in the Teaching Process
The Center for Information and Communication Technology (Pustekkom) at the Ministry of Education and Culture (Kemendikbud) stated that only 40% of non-ICT teachers are ready to use technology.
"We have conducted a survey, and the result is that only 40% of non-ICT teachers (those who do not teach ICT) are ready to use technology. The data we have is based on their names and addresses," said Gogot Suharwoto, Head of Pustekkom Kemendikbud, in Badung, Bali, on Monday.
This is also an obstacle in achieving education aligned with the 4.0 revolution. Another obstacle is the availability of internet networks, especially in underdeveloped, frontier, and outermost regions (3T).
To address these challenges, Kemendikbud trains 10,000 teachers annually to become familiar with technology. Meanwhile, to address network issues, Kemendikbud and Kemenkominfo are working to provide internet services to schools.
"We have provided internet services to around 1,420 schools in those areas," said Gogot.
Another challenge is the generational gap between teachers and students. To bridge this gap, a unified framework or platform is needed.
"We are preparing a common platform called Rumah Belajar. Through this platform, teachers and students enter the site, and the learning process happens," Gogot explained.
In many schools that have recently adopted technology-based learning, teachers only use projectors or digital devices to display materials, but teaching methods remain conventional. This shows that the implementation of technology does not always lead to more effective teaching methods.
However, with proper training, technology can enable teachers to deliver more engaging and interactive lessons. Teachers who successfully integrate technology into their teaching can enhance student engagement and simplify the delivery of complex material. The technology training program for teachers, organized through platforms like Guru Penggerak, has trained over 500,000 teachers across Indonesia since 2020.
"Through the Guru Penggerak Education program, we aim to foster a new generation of educational leaders in Indonesia, teachers who respect their students and prioritize them in every decision they make, whether as Principals, School Supervisors, or other forms of educational leadership," Nunuk said.
Technology's Impact on Students
Technology also brings negative effects on students, particularly in terms of concentration and dependence on digital devices. Students are often tempted to play games or access social media during online learning, reducing the effectiveness of their education. Additionally, there is a risk of misinformation (hoaxes) and excessive unfiltered content. Technology diminishes children's concentration, making it harder for them to absorb lessons taught in school. During the pandemic, many students struggled to focus in online learning due to easy access to non-educational apps, such as TikTok and Instagram, causing more distractions than learning.
On the other hand, technology allows students to access a wider range of learning materials, such as educational videos, interactive online materials, and global discussion forums. Students skilled in using technology can develop problem-solving, creativity, and collaboration skills. In schools that effectively integrate technology, students can access international learning resources like Khan Academy and Coursera, enriching their knowledge beyond what teachers provide.
Technology and Social Inequality
Technology can exacerbate social inequality in education. Students from wealthy families can access better learning devices, while disadvantaged students face obstacles in accessing devices and the internet. This widens the gap between privileged and underprivileged students. Children from low-income families in rural areas often have to study at internet cafes or share one device with other family members, severely limiting their ability to learn effectively compared to children in urban areas.
With government programs like free laptops and internet subsidies, this gap is starting to be addressed. Programs like the Internet Quota Assistance have helped underprivileged students continue participating in distance learning. In 2021, the government, through Kemendikbud, distributed more than 1.8 million free internet packages to students and teachers across Indonesia (Kemendikbud, 2021). Students from rural areas in West Kalimantan can now attend online classes after receiving internet data package assistance from the government, although they previously struggled to access distance education.
Long-Term Impact of Technology on the Education System
Overreliance on technology could harm the long-term education system, especially if not balanced with mental readiness and basic skills. Many students may become accustomed to the convenience offered by technology but neglect core skills like literacy and critical thinking, which are actually more important. In the long run, technology has the potential to revolutionize education by making it more personalized and flexible. Technologies like AI (Artificial Intelligence) and big data can help design curricula that meet individual students' needs, improving learning outcomes and efficiency. The use of AI in some schools in Jakarta has helped teachers design curricula that suit each student's learning style, and academic results have improved significantly in a shorter period of time.
Conclusion
Based on the analysis discussed, rather than driving educational progress, technology can actually hinder it in many aspects, especially due to unequal access and users' lack of readiness. Although there is great potential, without better training, technology will only widen the gap and weaken the foundation of Indonesia's education. Despite the challenges, technology has brought many benefits to Indonesian education. With efforts to equalize access and improve teachers' skills, technology can become a key driver for achieving better and more inclusive education in the future. Technology in education is like a double-edged sword. On one hand, it brings progress and innovation, but on the other, many challenges remain to be addressed. The future of Indonesian education depends heavily on how we manage this technology wisely. Readers are invited to think critically about the role of technology in education and the contributions we can make for a better future in education.
