Along with the rapid development of digital technology and the increasingly modern times, Indonesian education has started to be significantly affected. Technology offers broad access, more advanced learning tools, and more efficient teaching methods. However, does all this truly lead to educational progress? On one hand, access to education has increased, but on the other hand, reliance on technology also brings serious challenges, such as the digital divide and low technological literacy among teachers and students in remote areas. This article will explore whether technology is actually hindering the progress of Indonesian education by examining several aspects, such as technological equity, its impact on the teaching process, and its effects on teachers and students.
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).
